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+&lt;A name=1&gt;&lt;/a&gt;&lt;b&gt;Distributing Digital Libraries on the Web,&lt;/b&gt;&lt;br&gt;
+&lt;b&gt;CD-ROMs, and Intranets:&lt;/b&gt;&lt;br&gt;
+&lt;b&gt;Same information, same look-and-feel, different media&lt;/b&gt;&lt;br&gt;
+Ian Witten, Sally Jo Cunningham, Bill Rogers, Rodger McNab,Stefan Boddie&lt;br&gt;
+Department of Computer Science&lt;br&gt;
+University of Waikato&lt;br&gt;
+Hamilton, New Zealand&lt;br&gt;
+&lt;b&gt;Abstract:&lt;/b&gt; The Greenstone system from the New Zealand Digital Library provides a&lt;br&gt;new way of making collections of information available in the same form over&lt;br&gt;the World-Wide Web, on CD-ROM, or on local Intranets.  Exactly the same&lt;br&gt;information is available in each case, and exactly the same interface is used to access it.&lt;br&gt;The New Zealand Digital Library is accessible over the Web and offers a wide variety&lt;br&gt;of information collections.  Sub-collections can be written to a CD-ROM, which can be&lt;br&gt;used on a standalone PC by a single user.  A local Web browser suffices to access the&lt;br&gt;information on the disk just as though the PC were connected to the Internet.&lt;br&gt;Simultaneously, if there is a network connection, the same disk acts as a network server&lt;br&gt;to make exactly the same information available to others who need only use their&lt;br&gt;standard Internet browser software.  This technology has great appeal for many users,&lt;br&gt;particularly those in developing nations where non-local Internet access can be&lt;br&gt;precarious or prohibitively expensive.&lt;br&gt;
+&lt;b&gt;1. Introduction&lt;/b&gt;&lt;br&gt;
+The emerging digital library movement is a child of the Internet and the World-Wide&lt;br&gt;Web. Spurred on by visions of an âinformation superhighway,â current digital library&lt;br&gt;projects invariably concentrate on providing access to document collections over the&lt;br&gt;Internet, where documents, users, and catalog may all be distributed widely.  Often the&lt;br&gt;search interface is WWW-based, in contrast to the telnet or phone-in access required by&lt;br&gt;library OPACS and earlier commercial âonlineâ bibliographic databases such as Dialog.&lt;br&gt;Web-based digital libraries have significant advantages over their online predecessors.&lt;br&gt;Users need not obtain and install search software on their own sites. In many areas&lt;br&gt;Internet access incurs minimal charges, or at any rate is significantly cheaper than a&lt;br&gt;direct telephone connection with the retrieval system. Finally, Web browsers provide a&lt;br&gt;simple, standard means of access to a variety of digital library systems.&lt;br&gt;
+However, practical experience in digital library development indicates that in many&lt;br&gt;situations, universal access via the Internet is neither possible nor desirable.  A&lt;br&gt;business, for example, might desire a digital library to make its proprietary documents&lt;br&gt;available to its employees, but only if the companyâs security could be ensured by&lt;br&gt;restricting access with an intranet.  CD-ROM has been identified as the implementation&lt;br&gt;platform of choice for collections targeted at large portions of the Third World; for&lt;br&gt;many developing countries, particularly in Sub-Saharan Africa, Internet connections are&lt;br&gt;still either non-existent, undependable, or prohibitively expensive to use.  Despite its&lt;br&gt;lowly status, the CD-ROM has many advantages. Relatively durable in the face of harsh&lt;br&gt;environmental conditions, it incurs known, fixed costs for purchase and supporting&lt;br&gt;hardware (White, 1992). It makes information accessible on a tangible medium that is&lt;br&gt;under the userâs control and is not subject to capricious decisions by others. A CD-&lt;br&gt;ROM based digital library carries the further advantage of providing full document&lt;br&gt;contentsâa significant drawback to bibliographic systems being that their users in&lt;br&gt;developing countries could locate descriptions of relevant documents, but were then&lt;br&gt;often unable to obtain the documents themselves (El-Hadidy, 1994; Chowdhury,&lt;br&gt;1996). Finally, while a CD-ROM holds a reasonable amount of material in textual form,&lt;br&gt;digital videodisk technology is already available which can store 12 Gb on a single&lt;br&gt;diskâfar larger than most extant textual digital libraries.&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=2&gt;&lt;/a&gt;For this reason the Greenstone digital library software developed by the New Zealand&lt;br&gt;Digital Library project allows a collection developer to create a  digital library that is&lt;br&gt;WWW-based, intranet-based, or available on a standalone or networked CD-ROM.  All&lt;br&gt;platforms support exactly the same interface, and the same search and retrieval&lt;br&gt;methods. This standardization reduces the system learning curve for intranet or CD-&lt;br&gt;ROM users who have previous experience with WWW browsers, and conversely&lt;br&gt;allows those users currently without Internet access to more easily progress to Web&lt;br&gt;searching and browsing when it becomes available to them.&lt;br&gt;
+An earlier version of this software has been used in a university-level distance learning&lt;br&gt;course on computer literacy, where selected portions of various WWW sites were&lt;br&gt;stored on CD-ROM for students to surf (Holmes and Rogers, 1997). Here, the primary&lt;br&gt;advantages of avoiding an Internet connection were to smooth out variable page&lt;br&gt;retrieval times, to avoid problems with off-site servers going down or being temporarily&lt;br&gt;unavailable, and to eliminate communication costs.  In secondary or primary school&lt;br&gt;settings, this technique for capturing known portions of the WWW can be used to&lt;br&gt;prevent students wasting lab time exploring sites that irrelevant to the task at hand, or&lt;br&gt;that are inappropriate for their age groups.&lt;br&gt;
+The digital library collection described in this paper is comprised of a set of documents&lt;br&gt;provided by the United Nations University, focusing primarily on food and nutrition.&lt;br&gt;The goal of the United Nations University Press is to disseminate knowledge in the&lt;br&gt;field of the global problems of human survival, development and welfare, in order to&lt;br&gt;increase dynamic interaction in the world-wide community of learning and research.&lt;br&gt;By making their documents available in a variety of formatsâprint, CD-ROM, WWW&lt;br&gt;pagesâthis research and human development information can be distributed more&lt;br&gt;widely, and in a form appropriate to the conditions required by  information users.&lt;br&gt;
+Section 2 describes the software architecture. Multimedia collections are supported, and&lt;br&gt;a single collection may include text, images, audio, and even video clips. Compression&lt;br&gt;technology is used to ensure that the greatest possible volume of information is packed&lt;br&gt;into a limited storage space. The interface software combines easy-to-use browsing&lt;br&gt;with powerful search facilities. As discussed in Section 3, several ways are provided to&lt;br&gt;find information in a collection; a user can conduct keyword searches, access known&lt;br&gt;documents by title, or browse subject âbookshelvesâ.&lt;br&gt;
+&lt;b&gt;2 . System architecture&lt;/b&gt;&lt;br&gt;
+A great advantage of the WWW as a means of presenting and using information is that&lt;br&gt;very little direct user interface programming is required.  A system can generate simple&lt;br&gt;text documents in HTML notation, and leave the task of display, printing, screen&lt;br&gt;navigation, and so forth to a Web browser.  As a result, the browser writer takes most&lt;br&gt;of the burden of system dependence away from the application programmer.  The CD&lt;br&gt;version of the Greenstone library follows this structure:  our software takes the form of&lt;br&gt;a WWW server, communicating with an unmodified browser  using IP networking&lt;br&gt;software.  While the primary goal is to have a system running on a stand-alone&lt;br&gt;machine, the use of IP networking does also mean that the software will function as a&lt;br&gt;WWW server over an external network.  Figure 1 shows the general software&lt;br&gt;organization.  The gray box encloses the software components running on one&lt;br&gt;machine.&lt;br&gt;
+Ideally, the WWW server would be a standard piece of software, and a digital library&lt;br&gt;would take exactly the same form on a single machine as it does on our larger WWW&lt;br&gt;serving equipment.  This did not prove possible for a number of reasonsâmost&lt;br&gt;significant of which was the amount of memory expected to be available on our target&lt;br&gt;machines, which for this project include the older and smaller workstations commonly&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=3&gt;&lt;/a&gt;in use in the Third World.  The full digital library system on our WWW servers does&lt;br&gt;make use of standard Internet server software.  In the WWW version of our digital&lt;br&gt;library architecture, pre and post processing of queries on the library are handled in&lt;br&gt;tasks run via the CGI mechanism, and communicate via request queues with tasks&lt;br&gt;running the MG document indexing and compression software (Witten et al, 1994).&lt;br&gt;Much of the âglueâ software is written in Perl (Wall et al, 1996) and requires the large&lt;br&gt;Perl interpreter and software library to be in memory.&lt;br&gt;
+In contrast, the CD-ROM version of the software is a single integrated piece of software&lt;br&gt;incorporating the Web server, digital library pre/post processing,  and MG.  Only a&lt;br&gt;single index need be in memory at any one time, as a CD-ROM usually only holds a&lt;br&gt;single collection.  All of the software is coded in C and C++ to avoid the significant&lt;br&gt;overhead involved in using a Perl interpreter.  The result is a system which will work&lt;br&gt;satisfactorily on a workstation with 8 or 16 MB of main memory (depending on the&lt;br&gt;memory requirements of the workstationâs operating system).&lt;br&gt;
+A browser is directed to access the server in one of two ways.  The simplest is to use&lt;br&gt;the URL http://127.0.0.1 (127.0.0.1 means â local machineâ).  Once the first page is&lt;br&gt;loaded, further pages are referenced relative to the starting page, and so are also&lt;br&gt;obtained from the server.  This is convenient in that it requires no set-up on the&lt;br&gt;browser.  The alternative is to set the browser to use 127.0.0.1 as its âproxyâ.  This&lt;br&gt;means that all page requests are routed to the server.  It functions like a fixed cache,&lt;br&gt;satisfying requests when it can and passing demands that it cannot handle on to an&lt;br&gt;external network (if available).&lt;br&gt;
+external network&lt;br&gt;
+internal network software&lt;br&gt;
+BROWSER&lt;br&gt;
+ SERVER&lt;br&gt;
+Local File Retrieve&lt;br&gt;Local Text Database (MG)&lt;br&gt;Local Non-Text Repository&lt;br&gt;Remote (WWW) access&lt;br&gt;
+CD&lt;br&gt;
+Special Processing&lt;br&gt;
+&lt;b&gt;Figure 1: Browser-Server Interface&lt;/b&gt;&lt;br&gt;
+The server handles incoming page/file retrieval requests according to the requested&lt;br&gt;itemâs availability and form of storage.  If a page is not available locally, the request&lt;br&gt;may be passed on to an external network. If  each page or document in a collection is&lt;br&gt;stored in a separate file, then a local file request can access the item on the CD-ROM.&lt;br&gt;However, in general we avoid storing a collectionâs documents in separate files,&lt;br&gt;because large numbers of files use CD-ROM space inefficiently.   Instead, document&lt;br&gt;files containing text are stored (and the extracted text is indexed) in an MG database,&lt;br&gt;and non-text files are stored in a special repository file. The server has an index of the&lt;br&gt;documents held in the MG database and the file repository.  Incoming requests are&lt;br&gt;checked against this index and may be retrieved from MG or the repository as&lt;br&gt;appropriate. Major savings in collection storage requirements are possible by taking&lt;br&gt;advantage of MG for text storage: typically text compresses to 25% of its original size,&lt;br&gt;and the compressed index occupies around 7% of the size of the original text. This&lt;br&gt;leads to a total storage requirement for the indexed collection of approximately one-third&lt;br&gt;of the size of the original text alone. The system can also support a variety  of types of&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=4&gt;&lt;/a&gt;non-text items in the collectionâaudio, images, video clipsâsimply by including&lt;br&gt;appropriate viewing utilities on the CD-ROM. For searching, the non-text items are&lt;br&gt;represented by textual descriptions in the MG index.&lt;br&gt;
+A request which requires some computation on the server, such as the submission of a&lt;br&gt;query from a user, would normally be handled with CGI requests.  On our system,&lt;br&gt;such requests are invoked by URLâs starting      &lt;br&gt;
+http://127.0.0.1/server/   .  These are&lt;br&gt;
+internally routed to handler routines within the server itself â particularly to MG&lt;br&gt;components.&lt;br&gt;
+The major implementation difficulty experienced was with the IP network software, on&lt;br&gt;machines which did not have network cards or modem software.  To avoid installation&lt;br&gt;complexity we chose to implement our own network layer to be used on such&lt;br&gt;machines.  In the absence of networking software the server loads our internal network&lt;br&gt;software and communicates using that.&lt;br&gt;
+&lt;b&gt;3 . Searching and navigating a collection&lt;/b&gt;&lt;br&gt;
+The primary access method for documents in the United Nations University collection&lt;br&gt;is keyword search (Figure 2a).  The system supports searching over the &lt;i&gt;full&lt;/i&gt; text of the&lt;br&gt;documentânot merely a document surrogate as is common in many commercial&lt;br&gt;retrieval systems.  While other collections we have built support a syntax for full&lt;br&gt;Boolean searching, early user feedback from a similar document set (the Humanitarian&lt;br&gt;Development collection, put together by the Global Help Project) indicated that Boolean&lt;br&gt;searching was more confusing than helpful for the targeted users. Previous research&lt;br&gt;suggests that difficulties with Boolean syntax and semantics are common, and are&lt;br&gt;observed in diverse user groups (Borgman, 1996; Greene et al, 1990). Transaction log&lt;br&gt;analysis over a number of library retrieval systems indicates that the most popular&lt;br&gt;Boolean operator by far is the AND, with the Boolean OR and NOT rarely present in&lt;br&gt;queries (Peters, 1993); we have confirmed this result in another New Zealand Digital&lt;br&gt;Library collection (Jones et al, 1998). For all these reasons, the United Nations&lt;br&gt;University interface default is ranked retrieval. However, to enable users to construct&lt;br&gt;high-precision Boolean AND searches where necessary, selecting âsearchâŠfor ALL&lt;br&gt;the wordsâ in the querying string produces the syntax-free equivalent of an AND query.&lt;br&gt;
+     &lt;br&gt;
+Figure 2:  (a) Initial search screen for the UNU collection and (b)  search preferences&lt;br&gt;
+page&lt;br&gt;
+By default, search terms are stemmed and case differences are ignored.  Most&lt;br&gt;transaction log analysis from library online catalogs, digital libraries, and WWW search&lt;br&gt;engines indicates that users tend to submit extremely brief queries.  For example, the&lt;br&gt;average query length for the New Zealand Digital Libraryâs &lt;i&gt;Computer Science&lt;br&gt;Technical Report&lt;/i&gt; collection is only 2.5 words (Jones et al, 1998), a typical figure&lt;br&gt;mirrored in retrieval studies conducted over two decades (Sandore, 1993).  With such&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=5&gt;&lt;/a&gt;brief queries the major difficulty encountered with search results is low search&lt;br&gt;recallâhence the system automatically expands the query through stemming and case&lt;br&gt;folding.  These defaults can be modified by&lt;br&gt;
+The initial search screen  (Figure 2a) also permits users to specify the âgranularityâ at&lt;br&gt;which their search is done (that is, the size of the text against which the query is&lt;br&gt;matched). Choices include &lt;i&gt;title&lt;/i&gt;, &lt;i&gt;paragraph&lt;/i&gt;, &lt;i&gt;same chapter or section&lt;/i&gt;, and &lt;i&gt;book&lt;/i&gt;. By&lt;br&gt;selecting the smaller passage sizes, users can achieve a greater search precision, while&lt;br&gt;selecting the larger ones tends to give a higher recall.  Regardless of granularity, the&lt;br&gt;results are always displayed in terms of a complete book, opened at the appropriate&lt;br&gt;place.&lt;br&gt;
+Figure 3:  Query results page&lt;br&gt;
+We support browsing by taking advantage of the fact that the hierarchical structure of&lt;br&gt;United Nations University Press documents is marked up in the document files.  When&lt;br&gt;an item in the âquery resultsâ list is selected (Figure 3), the user is presented with a&lt;br&gt;photograph of the documentâs front cover and a table of contents with an arrow&lt;br&gt;marking the itemâs position in the contents (Figure 4). Folders can be clicked open or&lt;br&gt;closed, allowing the user to travel up and down the documentâs structure (in Figure 5,&lt;br&gt;moving from a report up to the section headings for that issue of the bulletin).  Clicking&lt;br&gt;on âexpand contentsâ will expand out the whole table of contents so that the user can&lt;br&gt;browse the titles of all chapters and subsections to get a detailed view of the entire&lt;br&gt;contents.  âExpand textâ displays the whole text of the current section or book, which is&lt;br&gt;particularly useful when printing a complete work.&lt;br&gt;
+Figure 4:  Viewing a selected item in the query results list&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=6&gt;&lt;/a&gt;Figure 5:  Moving up the document structure hierarchy&lt;br&gt;
+Browsing or searching by subject is supported by  clicking the âsubjectsâ button on the&lt;br&gt;menu options bar of any search or results page . This brings up a list of subjects,&lt;br&gt;represented by bookshelves (Figure 6). Users can click on any bookshelf to look at&lt;br&gt;books on that subject, and click on a book to read it. Similarly, clicking on the âtitlesâ&lt;br&gt;button allows the user to browse through an alphabetized list of titles. If the user is&lt;br&gt;currently viewing a document when the âsubjectsâ or âtitlesâ button is clicked, s/he will&lt;br&gt;be taken to the place in the subjects or titles list that corresponds to that book. This&lt;br&gt;supports the user in browsing for books on the same subject, or for books with similar&lt;br&gt;titles.&lt;br&gt;
+Figure 6:  Browsing by subject&lt;br&gt;
+&lt;b&gt;4 . Conclusions&lt;/b&gt;&lt;br&gt;
+Despite near-universal current practice, the World-Wide Web is by no means the only&lt;br&gt;way to deliver digital library services.  Local networks and CD-ROM disks can be a&lt;br&gt;viable alternativeâand a necessary one in many operating environments. The humble&lt;br&gt;CD-ROM can hold a lot of text, and DVD disks will enable easy distribution of very&lt;br&gt;substantial collections&lt;br&gt;
+The challenge is to produce a scheme which can be used for distribution over each of&lt;br&gt;these media, and look just the same to the user. The Greenstone software allows&lt;br&gt;information to be made available in precisely the same form, using precisely the same&lt;br&gt;interface, on a single-user (PC) computer, a local intranet, or the World-Wide Web.&lt;br&gt;One reason for developing this technology was to permit access to important&lt;br&gt;information in the Third World, which runs the risk of falling further behind because of&lt;br&gt;inadequate network access. However, all who find the Internet capricious in terms of&lt;br&gt;remote site availability, and suffer from highly variable and unpredictable network&lt;br&gt;delays, will appreciate the advantages of having digital library information on&lt;br&gt;siteâwhether in single-user or shared mode.&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=7&gt;&lt;/a&gt;The United Nations University collection that we have described and illustrated is&lt;br&gt;designed not, as most digital libraries seem to be, for technophiles, but for ordinary&lt;br&gt;people with little or no computer experience. We have again run counter to common&lt;br&gt;practice here to make the interface plain and easy to use. In a quest to improve usability&lt;br&gt;for the ordinary person we have sacrificed featuresâactually deleted them from our&lt;br&gt;softwareâthat, although powerful, we have observed to be rarely employed by real&lt;br&gt;users answering their real information needs.&lt;br&gt;
+&lt;b&gt;References&lt;/b&gt;&lt;br&gt;
+Borgman, C.L. (1996) Why are online catalogs still hard to use&lt;i&gt;?  Journal of the&lt;/i&gt;&lt;br&gt;
+&lt;i&gt;American Society for Information Science&lt;/i&gt; 47(7), pp. 493-503.&lt;br&gt;
+Chowdhury, G.G. (1996) Developing modern information systems and services:&lt;br&gt;
+Africaâs challenges for the future, &lt;i&gt;Online &amp;amp; CDROM Review&lt;/i&gt; 20(3), pp. 145-&lt;br&gt;146.&lt;br&gt;
+El-Hadidy, B. (1994)  The breakeven point for using CD-ROM versus online:  a case&lt;br&gt;
+study for database access in a developing country, &lt;i&gt;Journal of the American&lt;br&gt;Society for Information Science&lt;/i&gt; 45(4), pp. 273-283.&lt;br&gt;
+Greene, S.L., Devlin, S.J., (1990) Cannata, P.E., and Gomez, L.M. No Ifs, ANDs or&lt;br&gt;
+Ors:  a study of database querying, &lt;i&gt;International Journal of Man-Machine&lt;br&gt;Studies&lt;/i&gt; 32(3), pp. 303-326.&lt;br&gt;
+Holmes, G., and Rogers, W.J. (197) Gathering and indexing rich fragments of the&lt;br&gt;
+World-Wide Web, &lt;i&gt;Proceedings of the International Conference on Computers&lt;br&gt;in Education 1997&lt;/i&gt; (Sarawak, Malaysia, Dec. 2-6), pp. 554-562.&lt;br&gt;
+Jones, S., Cunningham, S.J., and McNab, R. (1998) An analysis of usage of a digital&lt;br&gt;
+library, &lt;i&gt;Working Paper 98/13&lt;/i&gt;, Department of Computer Science, University of&lt;br&gt;Waikato (Hamilton, New Zealand.&lt;br&gt;
+Peters, T. (1993) The history and development of transaction log analysis, &lt;i&gt;Library Hi-&lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Tech &lt;/i&gt;11(2), pp. 41-66.&lt;br&gt;
+Sandore, B. (1993) Applying the results of transaction log analysis, &lt;i&gt;Library Hi-Tech&lt;/i&gt;&lt;br&gt;
+11(2), pp. 87-97.&lt;br&gt;
+Wall, L., Christiansen, T., and Schwartz, R.L. (1996) &lt;i&gt; Programming Perl.&lt;/i&gt; OâReilly,&lt;br&gt;
+Sebastopol (CA, USA).&lt;br&gt;
+White, W.D. (1992) CD-ROM in developing countries, &lt;i&gt;CD-ROM Professional&lt;/i&gt; (May),&lt;br&gt;
+pp. 32-35.&lt;br&gt;
+Witten, I.H., Moffat, A., and Bell, T.C. (1994) &lt;i&gt;Managing Gigabytes&lt;/i&gt;. Van Nostrand&lt;br&gt;
+Reinhold, New York, New York.&lt;br&gt;
+&lt;hr&gt;
+
+
+</Content>
+</Section>
+</Archive>
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01de.dir/doc.xml
===================================================================
--- other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01de.dir/doc.xml	(revision 28933)
+++ other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01de.dir/doc.xml	(revision 28933)
@@ -0,0 +1,4296 @@
+<?xml version="1.0" encoding="utf-8" standalone="no"?>
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+<Archive>
+<Section>
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+    <Metadata name="Encoding">utf8</Metadata>
+    <Metadata name="GENERATOR">wvWare/wvWare version 1.2.4</Metadata>
+    <Metadata name="Title">1997-00 Listing of Working Papers</Metadata>
+    <Metadata name="URL">http://research/ak19/gs2-svn-22Aug2013/collect/DSpace-To-GS/tmp/1395215055_1/4.html</Metadata>
+    <Metadata name="UTF8URL">http://research/ak19/gs2-svn-22Aug2013/collect/DSpace-To-GS/tmp/1395215055_1/4.html</Metadata>
+    <Metadata name="gsdlsourcefilename">import/4/4.doc</Metadata>
+    <Metadata name="gsdlconvertedfilename">tmp/1395215055_1/4.html</Metadata>
+    <Metadata name="OrigSource">4.html</Metadata>
+    <Metadata name="Source">4.doc</Metadata>
+    <Metadata name="SourceFile">4.doc</Metadata>
+    <Metadata name="Plugin">WordPlugin</Metadata>
+    <Metadata name="FileSize">110080</Metadata>
+    <Metadata name="FilenameRoot">4</Metadata>
+    <Metadata name="FileFormat">Word</Metadata>
+    <Metadata name="srcicon">_icondoc_</Metadata>
+    <Metadata name="srclink_file">doc.doc</Metadata>
+    <Metadata name="srclinkFile">doc.doc</Metadata>
+    <Metadata name="ex.dc.Contributor">New Zealand Digital Library Project</Metadata>
+    <Metadata name="ex.dc.Date^accessioned">2005-01-10T02:52:27Z</Metadata>
+    <Metadata name="ex.dc.Date^available">2005-01-10T02:52:27Z</Metadata>
+    <Metadata name="ex.dc.Date^issued">2005-01-10T02:52:27Z</Metadata>
+    <Metadata name="ex.dc.Language^iso">en</Metadata>
+    <Metadata name="ex.dc.Title">1997-00 Listing of Working Papers</Metadata>
+    <Metadata name="equivlink"></Metadata>
+    <Metadata name="Identifier">HASH01dedba1bb409c7e3bdedba1</Metadata>
+    <Metadata name="lastmodified">1395214940</Metadata>
+    <Metadata name="lastmodifieddate">20140319</Metadata>
+    <Metadata name="oailastmodified">1395215055</Metadata>
+    <Metadata name="oailastmodifieddate">20140319</Metadata>
+    <Metadata name="assocfilepath">HASH01de.dir</Metadata>
+    <Metadata name="gsdlassocfile">doc.doc:application/msword:</Metadata>
+  </Description>
+  <Content>
+
+&lt;!--Section Begins--&gt;&lt;br&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Title&quot; align=&quot;center&quot; style=&quot;margin: 0.00mm -0.12mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: center; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+&lt;b&gt;1997-00 Listing of Working Papers &lt;/b&gt;
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/1
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Using compression to identify acronyms in text
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Stuart Yeates, David Bainbridge, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Text mining is about looking for patterns in natural language text, and may be defined as the process of analyzing text to extract information from it for particular purposes.  In previous work, we claimed that compression is a key technology for text mining, and backed this up with a study that showed how particular kinds of lexical tokens&amp;mdash;names, dates, locations, &lt;i&gt;etc.&lt;/i&gt;&amp;mdash;can be identified and located in running text, using compression models to provide the leverage necessary to distinguish different token types (Witten &lt;i&gt;et al.&lt;/i&gt;, 1999)
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/2
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Text categorization using compression models
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Eibe Frank, Chang Chui, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Text categorization, or the assignment of natural language texts to predefined categories based on their content, is of growing importance as the volume of information available on the internet continues to overwhelm us.  The use of predefined categories implies a &amp;ldquo;supervised learning&amp;rdquo; approach to categorization, where already-classified articles - which effectively define the categories - are used as &amp;ldquo;training data&amp;rdquo; to build a model that can be used for classifying new articles that comprise the &amp;ldquo;test data&amp;rdquo;.  This contrasts with &amp;ldquo;unsupervised&amp;rdquo; learning, where there is no training data and clusters of like documents are sought amongst the test articles.  With supervised learning, meaningful labels (such as keyphrases) are attached to the training documents, and appropriate labels can be assigned automatically to test documents depending on which category they fall into.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/3
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Reserved for Sally Jo
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/4
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Interactive machine learning&amp;mdash;letting users build classifiers
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Malcolm Ware, Eibe Frank, Geoffrey Holmes, Mark Hall, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+According to standard procedure, building a classifier is a fully automated process that follows data preparation by a domain expert.  In contrast, &amp;lt;I&amp;gt;interactive&amp;lt;/I&amp;gt;machine learning engages users in actually generating the classifier themselves.  This offers a natural way of integrating background knowledge into the modeling stage&amp;mdash;so long as interactive tools can be designed that support efficient and effective communication.  This paper shows that appropriate techniques can empower users to create models that compete with classifiers built by state-of-the-art learning algorithms.  It demonstrates that users&amp;mdash;even users who are not domain experts&amp;mdash;can often construct good classifiers, without any help from a learning algorithm, using a simple two-dimensional visual interface.  Experiments demonstrate that, not surprisingly, success hinges on the domain: if a few attributes can support good predictions, users generate accurate classifiers, whereas domains with many high-order attribute interactions favor standard machine learning techniques.  The future challenge is to achieve a symbiosis between human user and machine learning algorithm.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/5
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+KEA: Practical automatic keyphrase extraction
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Ian H. Witten, Gordon W. Paynter, Eibe Frank, Carl Gutwin, Craig G. Nevill-Manning
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Keyphrases provide semantic metadata that summarize and characterize documents.  This paper describes Kea, an algorithm for automatically extracting keyphrases from text.  Kea identifies candidate keyphrases using lexical methods, calculates feature values for each candidate, and uses a machine learning algorithm to predict which candidates are good keyphrases.  The machine learning scheme first builds a prediction model using training documents with known keyphrases, and then uses the model to find keyphrases in new documents.  We use a large test corpus to evaluate Kea's effectiveness in terms of how many author-assigned keyphrases are correctly identified.  The system is simple, robust, and publicly available.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/6
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+&lt;i&gt;ÎŒ&lt;/i&gt;-Charts and Z:  hows, whys and wherefores
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Greg Reeve, Steve Reeves
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In this paper we show, by a series of examples, how the &lt;i&gt;ÎŒ&lt;/i&gt;-chart formalism can be translated into Z.  We give reasons for why this is an interesting and sensible thing to do and what it might be used for.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/7
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+One dimensional non-uniform rational B-splines for animation control
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Abdelaziz Mahoui
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Most 3D animation packages use graphical representations called motion graphs to represent the variation in time of the motion parameters.  Many use two-dimensional B-splines as animation curves because of their power to represent free-form curves.  In this project, we investigate the possibility of using One-dimensional Non-Uniform Rational B-Spline (NURBS) curves for the interactive construction of animation control curves.  One-dimensional NURBS curves present the potential of solving some problems encountered in motion graphs when two-dimensional B-splines are used.  The study focuses on the properties of One-dimensional NURBS mathematical model.  It also investigates the algorithms and shape modification tools devised for two-dimensional curves and their port to the One-dimensional NURBS model.  It also looks at the issues related to the user interface used to interactively modify the shape of the curves.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/8
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Correlation-based feature selection of discrete and numeric class machine learning
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Mark A. Hall
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Algorithms for feature selection fall into two broad categories: &amp;lt;I&amp;gt;wrappers&amp;lt;/I&amp;gt;that use the learning algorithm itself to evaluate the usefulness of features and &amp;lt;I&amp;gt;filters&amp;lt;/I&amp;gt;that evaluate features according to heuristics based on general characteristics of the data.  For application to large databases, filters have proven to be more practical than wrappers because they are much faster.  However, most existing filter algorithms only work with discrete classification problems.  This paper describes a fast, correlation-based filter algorithm that can be applied to continuous and discrete problems.  The algorithm often out-performs the well-known ReliefF attribute estimator when used as a preprocessing step for naÃ¯ve Bayes, instance-based learning, decision trees, locally weighted regression, and model trees.  It performs more feature selection than ReliefF does-reducing the data dimensionality by fifty percent in most cases.  Also, decision and model trees built from the prepocessed data are often significantly smaller.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/9
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A development environment for predictive modelling in foods
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+G. Holmes, M.A. Hall
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+WEKA (Waikato Environment for Knowledge Analysis) is a comprehensive suite of Java class libraries that implement many state-of-the-art machine learning/data mining algorithms.  Non-programmers interact with the software via a user interface component called the Knowledge Explorer.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Applications constructed from the WEKA class libraries can be run on any computer with a web browsing capability, allowing users to apply machine learning techniques to their own data regardless of computer platform.  This paper describes the user interface component of the WEKA system in reference to previous applications in the predictive modeling of foods.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/10
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Benchmarking attribute selection techniques for data mining
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Mark A. Hall, Geoffrey Holmes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Data engineering is generally considered to be a central issue in the development of data mining applications.  The success of many learning schemes, in their attempts to construct models of data, hinges on the reliable identification of a small set of highly predictive attributes.  The inclusion of irrelevant, redundant and noisy attributes in the model building process phase can result in poor predictive performance and increased computation.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Attribute selection generally involves a combination of search and attribute utility estimation plus evaluation with respect to specific learning schemes.  This leads to a large number of possible permutations and has led to a situation where very few benchmark studies have been conducted.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper presents a benchmark comparison of several attribute selection methods.  All the methods produce an attribute ranking, a useful devise of isolating the individual merit of an attribute.  Attribute selection is achieved by cross-validating the rankings with respect to a learning scheme to find the best attributes.  Results are reported for a selection of standard data sets and two learning schemes C4.5 and naÃ¯ve Bayes.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/11
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Reeves, Greg Reeve
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+2000/12
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Malika Mahoui, Sally Jo Cunningham
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Transaction logs are invaluable sources of fine-grained information about users' search behavior.  This paper compares the searching behavior of users across two WWW-accessible digital libraries: the New Zealand Digital Library's Computer Science Technical Reports collection (CSTR), and the Karlsruhe Computer Science Bibliographies (CSBIB) collection.  Since the two collections are designed to support the same type of users-researchers/students in computer science a comparative log analysis is likely to uncover common searching preferences for that user group.  The two collections differ in their content, however; the CSTR indexes a full text collection, while the CSBIB is primarily a bibliographic database.  Differences in searching behavior between the two systems may indicate the effect of differing search facilities and content type.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/1
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Lexical attraction for text compression
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Joscha Bach, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+New methods of acquiring structural information in text documents may support better compression by identifying an appropriate prediction context for each symbol.  The method of &amp;ldquo;lexical attraction&amp;rdquo; infers syntactic dependency structures from statistical analysis of large corpora.  We describe the generation of a lexical attraction model, discuss its application to text compression, and explore its potential to outperform fixed-context models such as word-level PPM.  Perhaps the most exciting aspect of this work is the prospect of using compression as a metric for structure discovery in text.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/2
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Generating rule sets from model trees
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Geoffrey Holmes, Mark Hall, Eibe Frank
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Knowledge discovered in a database must be represented in a form that is easy to understand.  Small, easy to interpret nuggets of knowledge from data are one requirement and the ability to induce them from a variety of data sources is a second.  The literature is abound with classification algorithms, and in recent years with algorithms for time sequence analysis, but relatively little has been published on extracting meaningful information from problems involving continuous classes (regression).
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Model trees-decision trees with linear models at the leaf nodes-have recently emerged as an accurate method for numeric prediction that produces understandable models.  However, it is well known that decision lists-ordered sets of If-Then rules-have the potential to be more compact and therefore more understandable than their tree counterparts.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In this paper we present an algorithm for inducing simple, yet accurate rule sets from model trees.  The algorithm works by repeatedly building model trees and selecting the best rule at each iteration.  It produces rule sets that are, on the whole, as accurate but smaller than the model tree constructed from the entire dataset.  Experimental results for various heuristics which attempt to find a compromise between rule accuracy and rule coverage are reported.  We also show empirically that our method produces more accurate and smaller rule sets than the commercial state-of-the-art rule learning system Cubist.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/3
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A diagnostic tool for tree based supervised classification learning algorithms
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Leonard Trigg, Geoffrey Holmes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The process of developing applications of machine learning and data mining that employ supervised classification algorithms includes the important step of knowledge verification.  Interpretable output is presented to a user so that they can verify that the knowledge contained in the output makes sense for the given application.  As the development of an application is an iterative process it is quite likely that a user would wish to compare models constructed at various times or stages.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+One crucial stage where comparison of models is important is when the accuracy of a model is being estimated, typically using some form of cross-validation.  This stage is used to establish an estimate of how well a model will perform on unseen data.  This is vital information to present to a user, but it is also important to show the degree of variation between models obtained from the entire dataset and models obtained during cross-validation.  In this way it can be verified that the cross-validation models are at least structurally aligned with the model garnered from the entire dataset.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper presents a diagnostic tool for the comparison of tree-based supervised classification models.  The method is adapted from work on approximate tree matching and applied to decision trees.  The tool is described together with experimental results on standard datasets.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/4
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Feature selection for discrete and numeric class machine learning
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Mark A. Hall
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Algorithms for feature selection fall into two broad categories: &amp;lt;I&amp;gt;wrappers&amp;lt;/I&amp;gt;use the learning algorithm itself to evaluate the usefulness of features, while &amp;lt;I&amp;gt;filters&amp;lt;/I&amp;gt;evaluate features according to heuristics based on general characteristics of the data.  For application to large databases, filters have proven to be more practical than wrappers because they are much faster.  However, most existing filter algorithms only work with discrete classification problems.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper describes a fast, correlation-based filter algorithm that can be applied to continuous and discrete problems.  Experiments using the new method as a preprocessing step for naÃ¯ve Bayes, instance-based learning, decision trees, locally weighted regression, and model trees show it to be an effective feature selector- it reduces the data in dimensionality by more than sixty percent in most cases without negatively affecting accuracy.  Also, decision and model trees built from the pre-processed data are often significantly smaller.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/5
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Browsing tree structures
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Mark Apperley, Robert Spence, Stephen Hodge, Michael Chester
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Graphic representations of tree structures are notoriously difficult to create, display, and interpret, particularly when the volume of information they contain, and hence the number of nodes, is large.  The problem of interactively browsing information held in tree structures is examined, and the implementation of an innovative tree browser described.  This browser is based on distortion-oriented display techniques and intuitive direct manipulation interaction.  The tree layout is automatically generated, but the location and extent of detail shown is controlled by the user.  It is suggested that these techniques could be extended to the browsing of more general networks.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/6
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Facilitating multiple copy/past operations
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Mark Apperley, Jay Baker, Dale Fletcher, Bill Rogers
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Copy and paste, or cut and paste, using a clipboard or paste buffer has long been the principle facility provided to users for transferring data between and within GUI applications.  We argue that this mechanism can be clumsy in circumstances where several pieces of information must be moved systematically.  In two situations - extraction of data fields from unstructured data found in a directed search process, and reorganisation of computer program source text - we present alternative, more natural, user interface facilities to make the task less onerous, and to provide improved visual feedback during the operation.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+For the data extraction task we introduce the Stretchable Selection Tool, a semi-transparent overlay augmenting the mouse pointer to automate paste operations and provide information to prompt the user.  We describe a prototype implementation that functions in a collaborative software environment, allowing users to cooperate on a multiple copy/paste operation.  For text reorganisation, we present an extension to Emacs, providing similar functionality, but without the collaborative features.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/7
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Automating iterative tasks with programming by demonstration: a user evaluation
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Gordon W. Paynter, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Computer users often face iterative tasks that cannot be automated using the tools and aggregation techniques provided by their application program: they end up performing the iteration by hand, repeating user interface actions over and over again.  We have implemented an agent, called Familiar, that can be taught to perform iterative tasks using programming by demonstration (PBD).  Unlike other PBD systems, it is domain independent and works with unmodified, widely-used, applications in a popular operating system.  In a formal evaluation, we found that users quickly learned to use the agent to automate iterative tasks.  Generally, the participants preferred to use multiple selection where possible, but could and did use PBD in situations involving iteration over many commands, or when other techniques were unavailable.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/8
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A survey of software requirements specification practices in the New Zealand software industry
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Lindsay Groves, Ray Nickson, Greg Reeve, Steve Reeves, Mark Utting
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We report on the software development techniques used in the New Zealand software industry, paying particular attention to requirements gathering.  We surveyed a selection of software companies with a general questionnaire and then conducted in-depth interviews with four companies.  Our results show a wide variety in the kinds of companies undertaking software development, employing a wide range of software development techniques.  Although our data are not sufficiently detailed to draw statistically significant conclusions, it appears that larger software development groups typically have more well-defined software development processes, spend proportionally more time on requirements gathering, and follow more rigorous testing regimes.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/9
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The LRU*WWW proxy cache document replacement algorithm
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Chung-yi Chang, Tony McGregor, Geoffrey Holmes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Obtaining good performance from WWW proxy caches is critically dependent on the document replacement policy used by the proxy.  This paper validates the work of other authors by reproducing their studies of proxy cache document replacement algorithms.  From this basis a cross-trace study is mounted.  This demonstrates that the performance of most document replacement algorithms is dependent on the type of workload that they are presented with.  Finally we propose a new algorithm, LRU*, that consistently performs well across all our traces.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/10
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Reduced-error pruning with significance tests
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Eibe Frank, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+When building classification models, it is common practice to prune them to counter spurious effects of the training data: this often improves performance and reduces model size.  &amp;quot;Reduced-error pruning&amp;quot; is a fast pruning procedure for decision trees that is known to produce small and accurate trees.  Apart from the data from which the tree is grown, it uses an independent &amp;quot;pruning&amp;quot; set, and pruning decisions are based on the model's error rate on this fresh data.  Recently it has been observed that reduced-error pruning overfits the pruning data, producing unnecessarily large decision trees.  This paper investigates whether standard statistical significance tests can be used to counter this phenomenon.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The problem of overfitting to the pruning set highlights the need for significance testing.  We investigate two classes of test, &amp;quot;parametric&amp;quot; and &amp;quot;non-parametric.&amp;quot;  The standard chi-squared statistic can be used both in a parametric test and as the basis for a non-parametric permutation test.  In both cases it is necessary to select the significance level at which pruning is applied.  We show empirically that both versions of the chi-squared test perform equally well if their significance levels are adjusted appropriately.  Using a collection of standard datasets, we show that significance testing improves on standard reduced error pruning if the significance level is tailored to the particular dataset at hand using cross-validation, yielding consistently smaller trees that perform at least as well and sometimes better.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/11
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Weka: Practical machine learning tools and techniques with Java implementations
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Ian H. Witten, Eibe Frank, Len Trigg, Mark Hall, Geoffrey Holmes, Sally Jo Cunningham
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The Waikato Environment for Knowledge Analysis (Weka) is a comprehensive suite of Java class libraries that implement many state-of-the-art machine learning and data mining algorithms.  Weka is freely available on the World-Wide Web and accompanies a new text on data mining [1] which documents and fully explains all the algorithms it contains.  Applications written using the Weka class libraries can be run on any computer with a Web browsing capability; this allows users to apply machine learning techniques to their own data regardless of computer platform.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/12
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Pace Regression
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Yong Wang, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper articulates a new method of linear regression, &amp;ldquo;pace regression&amp;rdquo;, that addresses many drawbacks of standard regression reported in the literature&amp;mdash;particularly the subset selection problem.  Pace regression improves on classical ordinary least squares (OLS) regression by evaluating the effect of each variable and using a clustering analysis to improve the statistical basis for estimating their contribution to the overall regression.  As well as outperforming OLS, it also outperforms&amp;mdash;in a remarkably general sense&amp;mdash;other linear modeling techniques in the literature, including subset selection procedures, which seek a reduction in dimensionality that falls out as a natural byproduct of pace regression.  The paper defines six procedures that share the fundamental idea of pace regression, all of which are theoretically justified in terms of asymptotic performance.  Experiments confirm the performance improvement over other techniques.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/13
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A compression-based algorithm for Chinese word segmentation
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+W.J. Teahan, Yingying Wen, Rodger McNab, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The Chinese language is written without using spaces or other word delimiters.  Although a text may be thought of as a corresponding sequence of words, there is considerable ambiguity in the placement of boundaries.  Interpreting a text as a sequence of words is beneficial for some information retrieval and storage tasks: for example, full-text search, word-based compression, and keyphrase extraction.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We describe a scheme that infers appropriate positions for word boundaries using an adaptive language model that is standard in text compression.  It is trained on a corpus of pre-segmented text, and when applied to new text, interpolates word boundaries so as to maximize the compression obtained.  This simple and general method performs well with respect to specialized schemes for Chinese language segmentation.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/14
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Clustering with finite data from semi-parametric mixture distributions
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Yong Wang, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Existing clustering methods for the semi-parametric mixture distribution perform well as the volume of data increases.  However, they all suffer from a serious drawback in finite-data situations: small outlying groups of data points can be completely ignored in the clusters that are produced, no matter how far away they lie from the major clusters.  This can result in unbounded loss if the loss function is sensitive to the distance between clusters.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper proposes a new distance-based clustering method that overcomes the problem by avoiding global constraints.  Experimental results illustrate its superiority to existing methods when small clusters are present in finite data sets; they also suggest that it is more accurate and stable than other methods even when there are no small clusters.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/15
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+99/16
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The Niupepa Collection:  Opening the blinds on a window to the past
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Te Taka Keegan, Sally Jo Cunningham, Mark Apperley
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper describes the building of a digital library collection of historic newspapers.  The newspapers (&lt;i&gt;Niupepa&lt;/i&gt; in Maori), which were published in New Zealand during the period 1842 to 1933, form a unique historical record of the Maori language, and of events from an historical perspective.  Images of these newspapers have been converted to digital form, electronic text extracted from these, and the collection is now being made available over the Internet as a part of the New Zealand Digital Library (NZDL) project at the University of Waikato.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/1
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Boosting trees for cost-sensitive classifications
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Kai Ming Ting, Zijian Zheng
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper explores two boosting techniques for cost-sensitive tree classification in the situation where misclassification costs change very often.  Ideally, one would like to have only one induction, and use the induced model for different misclassification costs.  Thus, it demands robustness of the induced model against cost changes.  Combining multiple trees gives robust predictions against this change.  We demonstrate that ordinary boosting combined with the minimum expected cost criterion to select the prediction class is a good solution under this situation.  We also introduce a variant of the ordinary boosting procedure which utilizes the cost information during training.  We show that the proposed technique performs better than the ordinary boosting in terms of misclassification cost.  However, this technique requires to induce a set of new trees every time the cost changes.  Our empirical investigation also reveals some interesting behavior of boosting decision trees for cost-sensitive classification.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/2
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Generating accurate rule sets without global optimization 
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Eibe Frank, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The two dominant schemes for rule-learning, C4.5 and RIPPER, both operate in two stages.  First they induce an initial rule set and then they refine it using a rather complex optimization stage that discards (C4.5) or adjusts (RIPPER) individual rules to make them work better together.  In contrast, this paper shows how good rule sets can be learned one rule at a time, without any need for global optimization.  We present an algorithm for inferring rules by repeatedly generating partial decision trees, thus combining the two major paradigms for rule generation-creating rules from decision trees and the separate-and-conquer rule-learning technique.  The algorithm is straightforward and elegant: despite this, experiments on standard datasets show that it produces rule sets that are as accurate as and of similar size to those generated by C4.5, and more accurate than RIPPER's.  Moreover, it operates efficiently, and because it avoids postprocessing, does not suffer the extremely slow performance on pathological example sets for which the C4.5 method has been criticized.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/3
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+VQuery: a graphical user interface for Boolean query Specification and dynamic result preview
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Jones
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Textual query languages based on Boolean logic are common amongst the search facilities of on-line information repositories.  However, there is evidence to suggest that the syntactic and semantic demands of such languages lead to user errors and adversely affect the time that it takes users to form queries.  Additionally, users are faced with user interfaces to these repositories which are unresponsive and uninformative, and consequently fail to support effective query refinement.  We suggest that graphical query languages, particularly Venn-like diagrams, provide a natural medium for Boolean query specification which overcomes the problems of textual query languages.  Also, dynamic result previews can be seamlessly integrated with graphical query specification to increase the effectiveness of query refinements.  We describe VQuery, a query interface to the New Zealand Digital Library which exploits querying by Venn diagrams and integrated query result previews.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/4
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Revising &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;: semantics and logic
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Martin C. Henson, Steve Reeves
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We introduce a simple specification logic &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;c comprising a logic and semantics (in &amp;lt;I&amp;gt;ZF&amp;lt;/I&amp;gt; set theory).  We then provide an interpretation for (a rational reconstruction of) the specification language &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt; within &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;c.  As a result we obtain a sound logic for &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;, including the schema calculus.  A consequence of our formalisation is a critique of a number of concepts used in &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;.  We demonstrate that the complications and confusions which these concepts introduce can be avoided without compromising expressibility.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/5
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A logic for the schema calculus
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Martin C. Henson, Steve Reeves
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In this paper we introduce and investigate a logic for the schema calculus of &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;.  The schema calculus is arguably the reason for &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;'s popularity but so far no true calculus (a sound system of rules for reasoning about schema expressions) has been given.  Presentations thus far have either failed to provide a calculus (e.g. the draft standard [3]) or have fallen back on informal descriptions at a syntactic level (most text books e.g. [7[).  Once the calculus is established we introduce a derived equational logic which enables us to formalise properly the informal notations of schema expression equality to be found in the literature.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/6
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+New foundations for &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt;
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Martin C. Henson, Steve Reeves
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We provide a constructive and intensional interpretation for the specification language &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt; in a theory of operations and kinds &amp;lt;I&amp;gt;T&amp;lt;/I&amp;gt;.  The motivation is to facilitate the development of an integrated approach to program construction.  We illustrate the new foundations for &amp;lt;I&amp;gt;Z&amp;lt;/I&amp;gt; with examples.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/7
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Predicting apple bruising relationships using machine learning
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+G. Holmes, S.J. Cunningham, B.T. Dela Rue, A.F. Bollen
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Body Text&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Many models have been used to describe the influence of internal or external factors on apple bruising.  Few of these have addressed the application of derived relationships to the evaluation of commercial operations.  From an industry perspective, a model must enable fruit to be rejected on the basis of a commercially significant bruise and must also accurately quantify the effects of various combinations of input features (such as cultivar, maturity, size, and so on) on bruise prediction.  Input features must in turn have characteristics which are measurable commercially; for example, the measure of force should be impact energy rather than energy absorbed.  Further, as the commercial criteria for acceptable damage levels change, the model should be versatile enough to regenerate new bruise thresholds from existing data.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Machine learning is a burgeoning technology with a vast range of potential applications particularly in agriculture where large amounts of data can be readily collected [1].  The main advantage of using a machine learning method in an application is that the models built for prediction can be viewed and understood by the owner of the data who is in a position to determine the usefulness of the model, an essential component in a commercial environment.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/8
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+An evaluation of passage-level indexing strategies for a technical report archive
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Michael Williams
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Past research has shown that using evidence from document passages rather than complete documents is an effective way of improving the precision of full-text database searches.  However, passage-level indexing has yet to be widely adopted for commercial or online databases.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper reports on experiments designed to test the efficacy of passage-level indexing with a particular collection of a full-text online database, the New Zealand Digital Library.  Discourse passages and word-window passages are used for the indexing process.  Both ranked and Boolean searching are used to test the resulting indexes.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Overlapping window passages are shown to offer the best retrieval performance with both ranked and Boolean queries.  Modifications may be necessary to the term weighting methodology in order to ensure optimal ranked query performance.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/9
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Managing multiple collections, multiple languages, and multiple media in a distributed digital library
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Ian H. Witten, Rodger McNab, Steve Jones, Sally Jo Cunningham, David Bainbridge, Mark Apperley
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Managing the organizational and software complexity of a comprehensive digital library presents a significant challenge.  Different library collections each have their own distinctive features.  Different presentation languages have structural implications such as left-to-right writing order and text-only interfaces for the visually impaired.  Different media involve different file formats, and-more importantly-radically different search strategies are required for non-textual media.  In a distributed library, new collections can appear asynchronously on servers in different parts of the world.  And as searching interfaces mature from the command-line era exemplified by current Web search engines into the age of reactive visual interfaces, experimental new interfaces must be developed, supported, and tested.  This paper describes our experience, gained from operating a substantial digital library service over several years, in solving these problems by designing an appropriate software architecture.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/10
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Experiences with a weighted decision tree learner
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+John G. Cleary, Leonard E. Trigg
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Body Text&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Machine learning algorithms for inferring decision trees typically choose a single &amp;ldquo;best&amp;rdquo; tree to describe the training data.  Recent research has shown that classification performance can be significantly improved by voting predictions of multiple, independently produced decision trees.  This paper describes an algorithm, OB1, that makes a weighted sum over many possible models.  We describe one instance of OB1, that includes &amp;lt;I&amp;gt;all&amp;lt;/I&amp;gt; possible decision trees as well as naÃ¯ve Bayesian models.  OB1 is compared with a number of other decision tree and instance based learning alogrithms on some of the data sets from the UCI repository.  Both an information gain and an accuracy measure are used for the comparison.  On the information gain measure OB1 performs significantly better than all the other algorithms.  On the accuracy measure it is significantly better than all the algorithms except naÃ¯ve Bayes which performs comparably to OB1.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/11
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+An entropy gain measure of numeric prediction performance
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Leonard Trigg
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Categorical classifier performance is typically evaluated with respect to error rate, expressed as a percentage of test instances that were not correctly classified.  When a classifier produces multiple classifications for a test instance, the prediction is counted as incorrect (even if the correct class was one of the predictions).  Although commonly used in the literature, error rate is a coarse measure of classifier performance, as it is based only on a single prediction offered for a test instance.  Since many classifiers can produce a class distribution as a prediction, we should use this to provide a better measure of how much information the classifier is extracting from the domain.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Numeric classifiers are a relatively new development in machine learning, and as such there is no single performance measure that has become standard.  Typically these machine learning schemes predict a single real number for each test instance, and the error between the predicted and actual value is used to calculate a myriad of performance measures such as correlation coefficient, root mean squared error, mean absolute error, relative absolute error, and root relative squared error.  With so many performance measures it is difficult to establish an overall performance evaluation.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The next section describes a performance measure for machine learning schemes that attempts to overcome the problems with current measures.  In addition, the same evaluation measure is used for categorical and numeric classifier.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/12
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Proceedings of CBISE '98 CaiSE*98 Workshop on Component Based Information Systems Engineering
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Edited by John Grundy
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Body Text&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Component-based information systems development is an area of research and practice of increasing importance.  Information Systems developers have realised that traditional approaches to IS engineering produce monolithic, difficult to maintain, difficult to reuse systems.  In contrast, the use of software components, which embody data, functionality and well-specified and understood interfaces, makes interoperable, distributed and highly reusable IS components feasible.  Component-based approaches to IS engineering can be used at strategic and organisational levels, to model business processes and whole IS architectures, in development methods which utilise component-based models during analysis and design, and in system implementation.  Reusable components can allow end users to compose and configure their own Information Systems, possibly from a range of suppliers, and to more tightly couple their organisational workflows with their IS support.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This workshop proceedings contains a range of papers addressing one or more of the above issues relating to the use of component models for IS development.  All of these papers were refereed by at least two members of an international workshop committee comprising industry and academic researchers and users of component technologies.  Strategic uses of components are addressed in the first three papers, while the following three address uses of components for systems design and workflow management.  Systems development using components, and the provision of environments for component management are addressed in the following group of five papers.  The last three papers in this proceedings address component management and analysis techniques.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+All of these papers provide new insights into the many  varied uses of component technology for IS engineering.  I hope you find them as interesting and useful as I have when collating this proceedings and organising the workshop.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/13
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+An analysis of usage of a digital library
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Jones, Sally Jo Cunningham, Rodger McNab
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+As experimental digital library testbeds gain wider acceptance and develop significant user bases, it becomes important to investigate the ways in which users interact with the systems in practice.  Transaction logs are one source of usage information, and the information on user behaviour can be culled from them both automatically (through calculation of summary statistics) and manually (by examining query strings for semantic clues on search motivations and searching strategy).  We conduct a transaction log analysis on user activity in the Computer Science Technical Reports Collection of the New Zealand Digital Library, and report insights gained and identify resulting search interface design issues.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/14
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Measuring ATM traffic: final report for New Zealand Telecom
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+John Cleary, Ian Graham, Murray Pearson, Tony McGregor
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The report describes the development of a low-cost ATM monitoring system, hosted by a standard PC.  The monitor can be used remotely returning information on ATM traffic flows to a central site.  The monitor is interfaces to a GPS timing receiver, which provides an absolute time accuracy of better than 1 usec.  By monitoring the same traffic flow at different points in a network it is possible to measure cell delay and delay variation in real time, and with existing traffic.  The monitoring system characterises cells by a CRC calculated over the cell payload, thus special measurement cells are not required.  Delays in both local area and wide-area networks have been measured using this system.  It is possible to measure delay in a network that is not end-to-end ATM, as long as some cells remain identical at the entry and exit points.  Examples are given of traffic and delay measurements in both wide and local area network systems, including delays measured over the Internet from Canada to New Zealand.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/15
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Despite its simplicity, the naÃ¯ve Bayes learning scheme performs well on most classification tasks, and is often significantly more accurate than more sophisticated methods.  Although the probability estimates that it produces can be inaccurate, it often assigns maximum probability to the correct class.  This suggests that its good performance might be restricted to situations where the output is categorical.  It is therefore interesting to see how it performs in domains where the predicted value is numeric, because in this case, predictions are more sensitive to inaccurate probability estimates.&amp;lt;P&amp;gt;
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper shows how to apply the naÃ¯ve Bayes methodology to numeric prediction (i.e. regression) tasks, and compares it to linear regression, instance-based learning, and a method that produces &amp;ldquo;model trees&amp;rdquo;-decision trees with linear regression functions at the leaves.  Although we exhibit an artificial dataset for which naÃ¯ve Bayes is the method of choice, on real-world datasets it is almost uniformly worse than model trees.  The comparison with linear regression depends on the error measure: for one measure naÃ¯ve Bayes performs similarly, for another it is worse.  Compared to instance-based learning, it performs similarly with respect to both measures.  These results indicate that the simplistic statistical assumption that naÃ¯ve Bayes makes is indeed more restrictive for regression than for classification.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/16
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Link as you type: using key phrases for automated dynamic link generation
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Jones
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+When documents are collected together from diverse sources they are unlikely to contain useful hypertext links to support browsing amongst them.  For large collections of thousands of documents it is prohibitively resource intensive to manually insert links into each document.  Users of such collections may wish to relate documents within them to text that they are themselves generating.  This process, often involving keyword searching, distracts from the authoring process and results in material related to query terms but not necessarily to the author's document.  Query terms that are effective in one collection might not be so in another.  We have developed Phrasier, a system that integrates authoring (of text and hyperlinks), browsing, querying and reading in support of information retrieval activities.  Phrasier exploits key phrases which are automatically extracted from documents in a collection, and uses them as link anchors and to identify candidate destinations for hyperlinks.  This system suggests links into existing collections for purposes of authoring and retrieval of related information, creates links between documents in a collection and provides supportive document and link overviews.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/17
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Melody based tune retrieval over the World Wide Web
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+David Bainbridge, Rodger J. McNab, Lloyd A. Smith
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In this paper we describe the steps taken to develop a Web-based version of an existing stand-alone, single-user digital library application for melodical searching of a collection of music.  For the three key components: input, searching, and output, we assess the suitability of various Web-based strategies that deal with the now distributed software architecture and explain the decisions we made.  The resulting melody indexing service, known as MELDEX, has been in operation for one year, and the feed-back we have received has been favorable.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+98/18
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Making oral history accessible over the World Wide Web
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+David Bainbridge, Sally Jo Cunningham
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We describe a multimedia, WWW-based oral history collection constructed from off-the-shelf or publicly available software.  The source materials for the collection include audio tapes of interviews and summary transcripts of each interview, as well as photographs illustrating episodes mentioned in the tapes.  Sections of the transcripts are manually matched to associated segments of the tapes, and the tapes are digitized.  Users search a full-text retrieval system based on the text transcripts to retrieve relevant transcript sections and their associated audio recordings and photographs.  It is also possible to search for photos by matching text queries against text descriptions of the photos in the collection, where the located photos link back to their respective interview transcript and audio recordings.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+&lt;b&gt;1997&lt;/b&gt;
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/1
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A dynamic and flexible representation of social relationships in CSCW
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Jones, Steve Marsh
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+CSCW system designers lack effective support in addressing the social issues and interpersonal relationships which are linked with the use of CSCW systems.  We present a formal description of trust to support CSCW system designers in considering the social aspects of group work, embedding those considerations in systems and analysing computer supported group processes.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We argue that trust is a critical aspect in group work, and describe what we consider to be the building blocks of trust.  We then present a formal notation for the building blocks, their use in reasoning about social interactions and how they are amended over time.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We then consider how the formalism may be used in practice, and present some insights from initial analysis of the behaviour of the formalism.  This is followed by a description of possible amendments and extensions to the formalism.  We conclude that it is possible to formalise a notion of trust and to model the formalisation by a computational mechanism.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/2
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Design issues for World Wide Web navigation visualisation tools
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Andy Cockburn, Steve Jones
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The World Wide Web (WWW) is a successful hypermedia information space used by millions of people, yet it suffers from many deficiencies and problems in support for navigation around its vast information space.  In this paper we identify the origins of these navigation problems, namely WWW browser design, WWW page design, and WWW page description languages.  Regardless of their origins, these problems are eventually represented to the user at the browser's user interface.  To help overcome these problems, many tools are being developed which allow users to visualise WWW subspaces.  We identify five key issues in the design and functionality of these visualisation systems: characteristics of the visual representation, the scope of the subspace representation, the mechanisms for generating the visualisation, the degree of browser independence, and the navigation support facilities.  We provide a critical review of the diverse range of WWW visualisation tools with respect to these issues.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/3
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Stacked generalization:  when does it work?
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Kai Ming Ting, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Stacked generalization is a general method of using a high-level model to combine lower-level models to achieve greater predictive accuracy.  In this paper we address two crucial issues which have been considered to be a 'black art' in classification tasks ever since the introduction of stacked generalization in 1992 by Wolpert: the type of generalizer that is suitable to derive the higher-level model, and the kind of attributes that should be used as its input. 
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We demonstrate the effectiveness of stacked generalization for combining three different types of learning algorithms, and also for combining models of the same type derived from a single learning algorithm in a multiple-data-batches scenario.  We also compare the performance of stacked generalization with published results arcing and bagging.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/4
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Browsing in digital libraries:  a phrase-based approach
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Craig Nevill-Manning, Ian H. Witten, Gordon W. Paynter
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A key question for digital libraries is this: how should one go about becoming familiar with a digital collection, as opposed to a physical one?  Digital collections generally present an appearance which is extremely opaque-a screen, typically a Web page, with no indication of what, or how much, lies beyond: whether a carefully-selected collection or a morass of worthless ephemera; whether half a dozen documents or many millions.  At least physical collections occupy physical space, present a physical appearance, and exhibit tangible physical organization.  When standing on the threshold of a large library one gains a sense of presence and permanence that reflects the care taken in building and maintaining the collection inside.  No-one could confuse it with a dung-heap!  Yet in the digital world the difference is not so palpable.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/5
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A graphical notation for the design of information visualisations
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Matthew C. Humphrey
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Visualisations are coherent, graphical expressions of complex information that enhance people's ability to communicate and reason about that information.  Yet despite the importance of visualisations in helping people to understand and solve a wide variety of problems, there is a dearth of formal tools and methods for discussing, describing and designing them.  Although simple visualisations, such as bar charts and scatterplots, are easily produced by modern interactive software, novel visualisations of multivariate, multirelational data must be expressed in a programming language.  The Relational Visualisation Notation is a new, graphical language for designing such highly expressive visualisations that does not use programming constructs.  Instead, the notation is based on relational algebra, which is widely used in database query languages, and it is supported by a suite of direct manipulation tools.  This article presents the notation and examines the designs of some interesting visualisations.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/6
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Applications of machine learning in information retrieval
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Sally Jo Cunningham, James Littin, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Information retrieval systems provide access to collections of thousands, or millions, of documents, from which, by providing an appropriate description, users can recover any one.  Typically, users iteratively refine the descriptions they provide to satisfy their needs, and retrieval systems can utilize user feedback on selected documents to indicate the accuracy of the description at any stage.  The style of description required from the user, and the way it is employed to search the document database, are consequences of the indexing method used for the collection.  The index may take different forms, from storing keywords with links to individual documents, to clustering documents under related topics.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/7
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Computer concepts without computers:  a first course in computer science
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Geoffrey Holmes, Tony C. Smith, William J. Rogers
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+While some institutions seek to make CS1 curricula more enjoyable by incorporating specialised educational software [1] or by setting more enjoyable programming assignments [2], we have joined the growing number of Computer Science departments that seek to improve the quality of the CS1 experience by focusing student attention away from the computer monitor [3,4].  Sophisticated computing concepts usually reserved for senior level courses are presented in a &amp;lt;I&amp;gt;popular science&amp;lt;/I&amp;gt; manner, and given equal time alongside the essential introductory programming material.  By exposing students to a broad range of specific computational problems we endeavour to make the introductory course more interesting and enjoyable, and instil in students a sense of vision for areas they might specialise in as computing majors.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/8
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A sight-singing tutor
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Lloyd A. Smith, Rodger J. McNab
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper describes a computer program designed to aid its users in learning to sight-sing.  Sight-singing-the ability to sing music from a score without prior study-is an important skill for musicians and holds a central place in most university music curricula.  Its importance to vocalists is obvious; it is also an important skill for instrumentalists and conductors because it develops the aural imagination necessary to judge how the music should sound, when played (Benward and Carr 1991).  Furthermore, it is an important skill for amateur musicians, who can save a great deal of rehearsal time through an ability to sing music at sight.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/9
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Stacking bagged and dagged models
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Kai Ming Ting, I.H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In this paper, we investigate the method of &lt;i&gt;stacked generalization&lt;/i&gt; in combining models derived from different subsets of a training dataset by a single learning algorithm, as well as different algorithms.  The simplest way to combine predictions from competing models is majority vote, and the effect of the sampling regime used to generate training subsets has already been studied in this context-when bootstrap samples are used the method is called &lt;i&gt;bagging&lt;/i&gt;, and for disjoint samples we call it &lt;i&gt;dagging&lt;/i&gt;.  This paper extends these studies to stacked generalization, where a learning algorithm is employed to combine the models.  This yields new methods dubbed &lt;i&gt;bag-stacking&lt;/i&gt; and &lt;i&gt;dag-stacking&lt;/i&gt;.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We demonstrate that bag-stacking and dag-stacking can be effective for classification tasks even when the training samples cover just a small fraction of the full dataset.  In contrast to earlier bagging results, we show that bagging and bag-stacking work for stable as well as unstable learning algorithms, as do dagging and dag-stacking.  We find that bag-stacking (dag-stacking) almost always has higher predictive accuracy than bagging (dagging), and we also show that bag-stacking models derived using two different algorithms is more effective than bagging.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/10
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Extracting text from Postscript
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Craig Nevill-Manning, Todd Reed, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We show how to extract plain text from PostScript files. A textual scan is inadequate because PostScript interpreters can generate characters on the page that do not appear in the source file. Furthermore, word and line breaks are implicit in the graphical rendition, and must be inferred from the positioning of word fragments. We present a robust technique for extracting text and recognizing words and paragraphs. The method uses a standard PostScript interpreter but redefines several PostScript operators, and simple heuristics are employed to locate word and line breaks. The scheme has been used to create a full-text index, and plain-text versions, of 40,000 technical reports (34 Gbyte of PostScript). Other text-extraction systems are reviewed: none offer the same combination of robustness and simplicity.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/11
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Gathering and indexing rich fragments of the World Wide Web
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Geoffrey Holmes, William J Rogers
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+While the World Wide Web (WWW) is an attractive option as a resource for teaching and research it does have some undesirable features. The cost of allowing students unlimited access can be high-both in money and time; students may become addicted to 'surfing' the web-exploring purely for entertainment-and jeopardise their studies. Students are likely to discover undesirable material because large scale search engines index sites regardless of their merit. Finally, the explosive growth of WWW usage means that servers and networks are often overloaded, to the extent that a student may gain a very negative view of the technology.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We have developed a piece of software which attempts to address these issues by capturing rich fragments of the WWW onto local storage media. It is possible to put a collection onto CD ROM, providing portability and inexpensive storage. This enables the presentation of the WWW to distance learning students, who do not have internet access. The software interfaces to standard, commonly available web browsers, acting as a proxy server to the files stored on the local media, and provides a search engine giving full text searching capability within the collection.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/12
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Using model trees for classification
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Eibe Frank, Yong Wang, Stuart Inglis, Geoffrey Holmes, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Model trees, which are a type of decision tree with linear regression functions at the leaves, form the basis of a recent successful technique for predicting continuous numeric values.  They can be applied to classification problems by employing a standard method of transforming a classification problem into a problem of function approximation.  Surprisingly, using this simple transformation the model tree inducer M5', based on Quinlan's M5, generates more accurate classifiers than the state-of-the-art decision tree learner C5.0, particularly when most of the attributes are numeric.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/13
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Discovering inter-attribute relationships
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Geoffrey Holmes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+It is important to discover relationships between attributes being used to predict a class attribute in supervised learning situations for two reasons.  First, any such relationship will be potentially interesting to the provider of a dataset in its own right.  Second, it would simplify a learning algorithm's search space, and the related irrelevant feature and subset selection problem, if the relationships were removed from datasets ahead of learning.  An algorithm to discover such relationships is presented in this paper.  The algorithm is described and a surprising number of inter-attribute relationships are discovered in datasets from the University of California at Irvine (UCI) repository.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/14
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Learning from batched data:  model combination vs data combination
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Kai Ming Ting, Boon Toh Low, Ian H. Witten
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+When presented with multiple batches of data, one can either combine them into a single batch before applying a machine learning procedure or learn from each batch independently and combine the resulting models.  The former procedure, data combination, is straightforward; this paper investigates the latter, model combination.  Given an appropriate combination method, one might expect model combination to prove superior when the data in each batch was obtained under somewhat different conditions or when different learning algorithms were used on the batches.  Empirical results show that model combination often outperforms data combination even when the batches are drawn randomly from a single source of data and the same learning method is used on each.  Moreover, this is not just an artifact of one particular method of combining models: it occurs with several different combination methods.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We relate this phenomenon to the learning curve of the classifiers being used.  Early in the learning process when the learning curve is steep there is much to gain from data combination, but later when it becomes shallow there is less to gain and model combination achieves a greater reduction in variance and hence a lower error rate.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The practical implication of these results is that one should consider using model combination rather than data combination, especially when multiple batches of data for the same task are readily available.  It is often superior even when the batches are drawn randomly from a single sample, and we expect its advantage to increase if genuine statistical differences between the batches exist.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/15
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Information seeking retrieval, reading and storing behaviour of library users
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Turner K.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+In the interest of digital libraries, it is advisable that designers be aware of the potential behaviour of the users of such a system.  There are two distinct parts under investigation, the interaction between traditional libraries involving the seeking and retrieval of relevant material, and the reading and storage behaviours ensuing. Through this analysis, the findings could be incorporated into digital library facilities. There has been copious amounts of research on information seeking leading to the development of behavioural models to describe the process. Often research on the information seeking practices of individuals is based on the task and field of study. The information seeking model, presented by Ellis et al. (1993), characterises the format of this study where it is used to compare various research on the information seeking practices of groups of people (from academics to professionals). It is found that, although researchers do make use of library facilities, they tend to rely heavily on their own collections and primarily use the library as a source for previously identified information, browsing and interloan. It was found that there are significant differences in user behaviour between the groups analysed. When looking at the reading and storage of material it was hard to draw conclusions, due to the lack of substantial research and information on the topic. However, through the use of reading strategies, a general idea on how readers behave can be developed. Designers of digital libraries can benefit from the guidelines presented here to better understand their audience.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/16
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Proceeding of the INTERACT97 Combined Workshop on CSCW in HCI-Worldwide
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Matthias Rauterberg, Lars Oestreicher, John Grundy
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This is the proceedings for the INTERACT97 combined workshop on &amp;ldquo;CSCW in HCI-worldwide&amp;rdquo;.  The position papers in this proceedings are those selected from topics relating to HCI community development worldwide and to CSCW issues.  Originally these were to be two separate INTERACT workshops, but were combined to ensure sufficient participation for a combined workshop to run.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The combined workshop has been split into two separate sessions to run in the morning of July 15&lt;sup&gt;th&lt;/sup&gt;, Sydney, Australia.  One to discuss the issues relating to the position papers focusing on general CSCW systems, the other to the development of HCI communities in a worldwide context.  The CSCW session uses as a case study a proposed groupware tool for facilitating the development of an HCI database with a worldwide geographical distribution.  The HCI community session focuses on developing the content for such a database, in order for it to foster the continued development of HCI communities.  The afternoon session of the combined workshop involves a joint discussion of the case study groupware tool, in terms of its content and likely groupware facilities.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The position papers have been grouped into those focusing on HCI communities and hence content issues for a groupware database, and those focusing on CSCW and groupware issues, and hence likely groupware support in the proposed HCI database/collaboration tools.  We hope that you find the position papers in this proceedings offer a wide range of interesting reports of HCI community development worldwide, leading CSCW system research, and that a groupware tool supporting aspects of a worldwide HCI database can draw upon the varied work reported.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/17
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Internationalising a spreadsheet for Pacific Basin languages
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Robert Barbour, Alvin Yeo
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+As people trade and engage in commerce, an economically dominant culture tends to migrate language into other recently contacted cultures.  Information technology (IT) can accelerate enculturation and promote the expansion of western hegemony in IT.  Equally, IT can present a culturally appropriate interface to the user that promotes the preservation of culture and language with very little additional effort.  In this paper a spreadsheet is internationalised to accept languages from the Latin-1 character set such as English, Maori and Bahasa Melayu (Malaysia's national language).  A technique that allows a non-programmer to add a new language to the spreadsheet is described.  The technique could also be used to internationalise other software at the point of design by following the steps we outline.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/18
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Localising a spreadsheet:  an Iban example
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Alvin Yeo, Robert Barbour
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Presently, there is little localisation of software to smaller cultures if it is not economically viable.  We believe software should also be localised to the languages of small cultures in order to sustain and preserve these small cultures.  As an example, we localised a spreadsheet from English to Iban.  The process in which we carried out the localisation can be used as a framework for the localisation of software to languages of small ethnic minorities.  Some problems faced during the localisation process are also discussed.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/19
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Strategies of internationalisation and localisation: a postmodernist/s perspective
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Alvin Yeo, Robert Barbour
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Many software companies today are developing software not only for local consumption but for the rest of the world.  We introduce the concepts of internationalisation and localisation and discuss some techniques using these processes.  An examination of postmodern critique with respect to the software industry is also reported.  In addition, we also feature our proposed internationalisation technique that was inspired by taking into account the researches of postmodern philosophers and mathematicians.  As illustrated in our prototype, the technique empowers non-programmers to localise their own software.  Further development of the technique and its implications on user interfaces and the future of software internationalisation and localisation are discussed.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/20
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Language use in software
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Alvin Yeo, Robert Barbour
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Many of the popular software we use today are in English.  Very few software applications are available in minority languages.  Besides economic goals, we justify why software should be made available to smaller cultures.  Furthermore, there is evidence that people learn and progress faster in software in their mother tongue (Griffiths et at, 1994) (Krock, 1996).  We hypothesise that experienced users of English spreadsheet can easily migrate to a spreadsheet in their native tongue i.e. Bahasa Melayu (Malaysia's national language).  Observations made in the study suggest that the native speakers of Bahasa Melayu had difficulties with the Bahasa Melayu interface.  The subjects' main difficulty was their unfamiliarity with computing terminology in Bahasa Melayu.  We present possible strategies to increase the use of Bahasa Melayu in IT.  These strategies may also be used to promote the use of other minority languages in IT.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/21
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Usability testing:  a Malaysian study
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Alvin Yeo, Robert Barbour, Mark Apperley
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+An exploratory study of software assessment techniques is conducted in Malaysia.  Subjects in the study comprised staff members of a Malaysian university with a high Information Technology (IT) presence.  The subjects assessed a spreadsheet tool with a Bahasa Melayu (Malaysia's national language) interface.  Software evaluation techniques used include the think aloud method, interviews and the System Usability Scale.  The responses in the various techniques used are reported and initial results indicate idiosyncratic behaviour of Malaysian subjects.  The implications of the findings are also discussed.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/22
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Inducing cost-sensitive trees via instance-weighting
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Kai Ming Ting
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+We introduce an instance-weighting method to induce cost-sensitive trees in this paper.  It is a generalization of the standard tree induction process where only the initial instance weights determine the type of tree (i.e., minimum error trees or minimum cost trees) to be induced.  We demonstrate that it can be easily adopted to an existing tree learning algorithm.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Previous research gave insufficient evidence to support the fact that the greedy divide-and-conquer algorithm can effectively induce a truly cost-sensitive tree directly from the training data.  We provide this empirical evidence in this paper.  The algorithm employing the instance-weighting method is found to be comparable to or better than both C4.5 and C5 in terms of total misclassification costs, tree size and the number of high cost errors.  The instance-weighting method is also simpler and more effective in implementation than a method based on altered priors.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/23
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Fast convergence with a greedy tag-phrase dictionary
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Ross Peeters, Tony C. Smith
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Body Text&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The best general-purpose compression schemes make their gains by estimating a probability distribution over all possible next symbols given the context established by some number of previous symbols.  Such context models typically obtain good compression results for plain text by taking advantage of regularities in character sequences.  Frequent words and syllables can be incorporated into the model quickly and thereafter used for reasonably accurate prediction.  However, the precise context in which frequent patterns emerge is often extremely varied, and each new word or phrase immediately introduces new contexts which can adversely affect the compression rate
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A great deal of the structural regularity in a natural language is given rather more by properties of its grammar than by the orthographic transcription of its phonology.  This implies that access to a grammatical abstraction might lead to good compression.  While grammatical models have been used successfully for compressing computer programs [4], grammar-based compression of plain text has received little attention, primarily because of the difficulties associated with constructing a suitable natural language grammar.  But even without a precise formulation of the syntax of a language, there is a linguistic abstraction which is easily accessed and which demonstrates a high degree of regularity which can be exploited for compression purposes-namely, lexical categories.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/24
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Tag based models of English text
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+W. J. Teahan, John G. Cleary
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The problem of compressing English text is important both because of the ubiquity of English as a target for compression and because of the light that compression can shed on the structure of English.  English text is examined in conjunction with additional information about the parts of speech of each word in the text (these are referred to as &amp;ldquo;tags&amp;rdquo;).  It is shown that the tags plus the text can be compressed more than the text alone.  Essentially the tags can be compressed for nothing or even a small net saving in size.  A comparison is made of a number of different ways of integrating compression of tags and text using an escape mechanism similar to PPM.  These are also compared with standard word based and character based compression programs.  The result is that the tag character and word based schemes always outperform the character based schemes.  Overall, the tag based schemes outperform the word based schemes.  We conclude by conjecturing that tags chosen for compression rather than linguistic purposes would perform even better.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/25
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Musical image compression
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+David Bainbridge, Stuart Inglis
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Optical music recognition aims to convert the vast repositories of sheet music in the world into an on-line digital format [Bai97].  In the near future it will be possible to assimilate music into digital libraries and users will be able to perform searches based on a sung melody in addition to typical text-based searching [MSW+96].  An important requirement for such a system is the ability to reproduce the original score as accurately as possible.  Due to the huge amount of sheet music available, the efficient storage of musical images is an important topic of study.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper investigates whether the &amp;ldquo;knowledge&amp;rdquo; extracted from the optical music recognition (OMR) process can be exploited to gain higher compression than the JBIG international standard for bi-level image compression.  We present a hybrid approach where the primitive shapes of music extracted by the optical music recognition process-note heads, note stems, staff lines and so forth-are fed into a graphical symbol based compression scheme originally designed for images containing mainly printed text.  Using this hybrid approach the average compression rate for a single page is improved by 3.5% over JBIG.  When multiple pages with similar typography are processed in sequence, the file size is decreased by 4-8%.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Section 2 presents the relevant background to both optical music recognition and textual image compression.  Section 3 describes the experiments performed on 66 test images, outlining the combinations of parameters that were examined to give the best results.  The initial results and refinements are presented in Section 4, and we conclude in the last section by summarizing the findings of this work.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/26
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Correcting English text using PPM models
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+W. J. Teahan, S. Inglis, J. G. Cleary, G. Holmes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+An essential component of many applications in natural language processing is a language modeler able to correct errors in the text being processed.  For optical character recognition (OCR), poor scanning quality or extraneous pixels in the image may cause one or more characters to be mis-recognized; while for spelling correction, two characters may be transposed, or a character may be inadvertently inserted or missed out. 
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+This paper describes a method for correcting English text using a PPM model.  A method that segments words in English text is introduced and is shown to be a significant improvement over previously used methods.  A similar technique is also applied as a post-processing stage after pages have been recognized by a state-of-the-art commercial OCR system.  We show that the accuracy of the OCR system can be increased from 95.9% to 96.6%, a decrease of about 10 errors per page.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/27
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Constraints on parallelism beyond 10 instructions per cycle
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+John G. Cleary, Richard H. Littin, J. A. David McWha, Murray W. Pearson
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The problem of extracting Instruction Level Parallelism at levels of 10 instructions per clock and higher is considered.  Two different architectures which use speculation on memory accesses to achieve this level of performance are reviewed.  It is pointed out that while this form of speculation gives high potential parallelism it is necessary to retain execution state so that incorrect speculation can be detected and subsequently squashed.  Simulation results show that the space to store such state is a critical resource in obtaining good speedup.  To make good use of the space it is essential that state be stored efficiently and that it be retired as soon as possible.  A number of techniques for extracting the best usage from the available state storage are introduced.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/28
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Effects of re-ordered memory operations on parallelism
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Richard H. Littin, John G. Cleary
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The performance effect of permitting different memory operations to be re-ordered is examined.  The available parallelism is computed using a machine code simulator.  A range of possible restrictions on the re-ordering of memory operations is considered: from the purely sequential case where no re-ordering is permitted; to the completely permissive one where memory operations may occur in any order so that the parallelism is restricted only by data dependencies.  A general conclusion is drawn that to reliably obtain parallelism beyond 10 instructions per clock will require an ability to re-order all memory instructions.  A brief description of a feasible architecture capable of this is given.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;margin: 0.00mm -0.14mm 0.00mm 0.00mm;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/29
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+OZCHI'96 Industry Session:  Sixth Australian Conference on Human-Computer Interaction
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Edited by Chris Phillips, Janis McKauge
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+The idea for a specific industry session at OZCHI was first mooted at the 1995 conference in Wollongong, during questions following a session of short papers which happened (serendipitously) to be presented by people from industry.  An animated discussion took place, most of which was about how OZCHI could be made more relevant to people in industry, be it working as usability consultants, or working within organisations either as usability professionals or as `champions of the cause'.  The discussion raised more questions than answers, about the format of such as session, about the challenges of attracting industry participation, and about the best way of publishing the results.  Although no real solutions were arrived at, it was enough to place an industry session on the agenda for OZCHI'96.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/30
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Adaptive models of English text
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+W. J. Teahan, John G. Cleary
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+High quality models of English text with performance approaching that of humans is important for many applications including spelling correction, speech recognition, OCR, and encryption.  A number of different statistical models of English are compared with each other and with previous estimates from human subjects.  It is concluded that the best current models are word based with part of speech tags.  Given sufficient training text, they are able to attain performance comparable to humans.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+97/31
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+A graphical user interface for Boolean query specification
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+Steve Jones, Shona McInnes
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+On-line information repositories commonly provide keyword search facilities via textual query languages based on Boolean logic.  However, there is evidence to suggest that the syntactical demands of such languages can lead to user errors and adversely affect the time that it takes users to form queries.  Users also face difficulties because of the conflict in semantics between AND and OR when used in Boolean logic and English language.  We suggest that graphical query languages, in particular Venn-like diagrams, can alleviate the problems that users experience when forming Boolean expressions with textual languages.  We describe Vquery, a Venn-diagram based user interface to the New Zealand Digital Library (NZDL).  The design of Vquery has been partly motivated by analysis of NZDL usage.  We found that few queries contain more than three terms, use of the intersection operator dominates and that query refinement is common.  A study of the utility of Venn diagrams for query specification indicates that with little or no training users can interpret and form Venn-like diagrams which accurately correspond to Boolean expressions.  The utility of Vquery is considered and directions for future work are proposed.
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+
+
+&lt;p&gt;&lt;div name=&quot;Normal&quot; align=&quot;left&quot; style=&quot;  padding: 0.00mm 0.00mm 0.00mm 0.00mm; &quot;&gt; 
+
+&lt;p style=&quot;text-indent: 0.00mm; text-align: left; line-height: 4.166667mm; color: Black; background-color: White; &quot;&gt;
+
+&lt;/p&gt;&lt;/div&gt;
+
+&lt;!--Section Ends--&gt;
+
+
+
+&lt;!--
+&lt;hr&gt;
+&lt;address&gt;
+&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fwvware.sourceforge.net&quot;&gt;&lt;img
+src=&quot;_httpdocimg_/wvSmall.gif&quot; height=31 width=47
+align=left border=0 alt=&quot;wvWare&quot;&gt;&lt;/a&gt;
+&lt;a href=&quot;_httpextlink_&amp;amp;rl=0&amp;amp;href=http:%2f%2fvalidator.w3.org%2fcheck%2freferer&quot;&gt;&lt;img
+src=&quot;_httpdocimg_/vh40.gif&quot; height=31 width=88
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+&lt;/address&gt;
+--&gt;
+
+
+</Content>
+</Section>
+</Archive>
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01f1.dir/doc.xml
===================================================================
--- other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01f1.dir/doc.xml	(revision 28933)
+++ other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASH01f1.dir/doc.xml	(revision 28933)
@@ -0,0 +1,740 @@
+<?xml version="1.0" encoding="utf-8" standalone="no"?>
+<!DOCTYPE Archive SYSTEM "http://greenstone.org/dtd/Archive/1.0/Archive.dtd">
+<Archive>
+<Section>
+  <Description>
+    <Metadata name="gsdldoctype">indexed_doc</Metadata>
+    <Metadata name="Language">en</Metadata>
+    <Metadata name="Encoding">utf8</Metadata>
+    <Metadata name="Author">Bronwyn</Metadata>
+    <Metadata name="Title">Greenstone: A Comprehensive Open-Source Digital Library Software...</Metadata>
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+    <Metadata name="ex.dc.Contributor">Ian Witten</Metadata>
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+    <Metadata name="ex.dc.Contributor">Stefan Boddie</Metadata>
+    <Metadata name="ex.dc.Contributor">David Bainbridge</Metadata>
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+&lt;A name=1&gt;&lt;/a&gt;&lt;b&gt;Greenstone:  A Comprehensive Open-Source&lt;/b&gt;&lt;br&gt;
+&lt;b&gt;Digital Library Software System&lt;/b&gt;&lt;br&gt;
+&lt;i&gt;Ian H. Witten,* Rodger J. McNab,â  Stefan J. Boddie,* David Bainbridge*&lt;/i&gt;&lt;br&gt;
+* Dept of Computer Science&lt;br&gt;
+â  Digilib Systems&lt;br&gt;
+University of Waikato, New Zealand&lt;br&gt;
+Hamilton, New Zealand&lt;br&gt;
+E-mail:  {ihw, sjboddie, davidb}@cs.waikato.ac.nz&lt;br&gt;
+E-mail:  rodger@digilibs.com&lt;br&gt;
+&lt;b&gt;ABSTRACT&lt;/b&gt;&lt;br&gt;
+multilingual information retrieval to distributed computing&lt;br&gt;protocols, from interoperability to search engine&lt;br&gt;
+This paper describes the Greenstone digital library&lt;br&gt;
+technology, from metadata standards to multiformat&lt;br&gt;
+software, a comprehensive, open-source system for the&lt;br&gt;
+document parsing, from multimedia to multiple operating&lt;br&gt;
+construction and presentation of information collections.&lt;br&gt;
+systems, from Web browsers to plug-and-play DVDs.&lt;br&gt;
+Collections built with Greenstone offer effective full-text&lt;br&gt;searching and metadata-based browsing facilities that are&lt;br&gt;
+The Greenstone Digital Library Software from the New&lt;br&gt;
+attractive and easy to use. Moreover, they are easily&lt;br&gt;
+Zealand Digital Library (NZDL) project tackles this issue&lt;br&gt;
+maintainable and can be augmented and rebuilt entirely&lt;br&gt;
+by providing a new way of organizing information and&lt;br&gt;
+automatically. The system is extensible: software&lt;br&gt;
+making it available over the Internet. A &lt;i&gt;collection&lt;/i&gt; of&lt;br&gt;
+âpluginsâ accommodate different document and metadata&lt;br&gt;
+information comprises several (typically several thousand,&lt;br&gt;
+types.&lt;br&gt;
+or several million) &lt;i&gt;documents&lt;/i&gt;, and a uniform interface is&lt;br&gt;provided to all documents in a collection. A library may&lt;br&gt;
+&lt;b&gt;INTRODUCTION&lt;/b&gt;&lt;br&gt;
+include many different collections, each organized&lt;br&gt;differentlyâthough there is a strong family resemblance in&lt;br&gt;
+Notwithstanding intense research activity in the digital&lt;br&gt;
+how collections are presented.&lt;br&gt;
+library field during the second half of the 1990s,&lt;br&gt;comprehensive software systems for creating digital&lt;br&gt;
+Making information available using this system is far more&lt;br&gt;
+libraries are not widely available. In fact, the usual solution&lt;br&gt;
+than âjust putting it on the Web.â The collection becomes&lt;br&gt;
+when creating a digital library is also the most&lt;br&gt;
+maintainable, searchable, and browsable. Each collection,&lt;br&gt;
+obviousâjust put it on the Web. But consider how much&lt;br&gt;
+prior to presentation, undergoes a âbuildingâ process that,&lt;br&gt;
+effort is involved in constructing a Web site for a digital&lt;br&gt;
+once established, is completely automatic. This process&lt;br&gt;
+library. To be effective it needs to be visually attractive&lt;br&gt;
+creates all the structures that are used at run-time for&lt;br&gt;
+and ergonomically easy to use, incorporate convenient and&lt;br&gt;
+accessing the collection. Searching is based on various&lt;br&gt;
+powerful searching capabilities, and offer rich and natural&lt;br&gt;
+indexes, while browsing is based on various metadata;&lt;br&gt;
+browsing facilities. Above all it must be easy to maintain&lt;br&gt;
+support structures for both are created during the building&lt;br&gt;
+and augment, which presents a significant challenge if any&lt;br&gt;
+operation. When new material appears it can be fully&lt;br&gt;
+manual organization is involved.&lt;br&gt;
+incorporated into the collection by rebuilding.&lt;br&gt;
+The alternative is to automate these activities through&lt;br&gt;
+To address the exceptionally broad demands of digital&lt;br&gt;
+software tools. But the broad scope of digital library&lt;br&gt;
+libraries, the system is public and extensible. It is issued&lt;br&gt;
+requirements makes this a daunting prospect. Ideally the&lt;br&gt;
+under the Gnu public license and, in the spirit of open-&lt;br&gt;
+software should incorporate facilities ranging from&lt;br&gt;
+source software, users are invited to contribute&lt;br&gt;modifications and enhancements. Only through an&lt;br&gt;international cooperative effort will digital library software&lt;br&gt;become sufficiently comprehensive to meet the worldâs&lt;br&gt;needs. Currently the Greenstone software is used at sites in&lt;br&gt;Canada, Germany, New Zealand, Romania, UK, and the&lt;br&gt;US, and collections range from newspaper articles to&lt;br&gt;technical documents, from educational journals to oral&lt;br&gt;history, from visual art to folksongs. The software has&lt;br&gt;been used for collections in many different languages, and&lt;br&gt;for CD-ROMs that have been published by the United&lt;br&gt;Nations and other humanitarian agencies in Belgium,&lt;br&gt;France, Japan, and the US for distribution in developing&lt;br&gt;countries (Humanity Libraries, 1998; PAHO, 1999;&lt;br&gt;UNESCO, 1999; UNU, 1998). Further details can be&lt;br&gt;obtained from &lt;i&gt;www.nzdl.org&lt;/i&gt;.&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=2&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-2_1.jpg&quot;&gt;&lt;br&gt;
+become a first-class component of the library. And what&lt;br&gt;permits it to be integrated into existing searching and&lt;br&gt;browsing structures without any manual intervention is&lt;br&gt;&lt;i&gt;metadata&lt;/i&gt;. This provides sufficient focus to the concept of&lt;br&gt;âdigital libraryâ to support the development of a&lt;br&gt;construction kit.&lt;br&gt;
+&lt;b&gt;OVERVIEW OF GREENSTONE&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;Information collections built by Greenstone combine&lt;br&gt;extensive full-text search facilities with browsing indexes&lt;br&gt;based on different metadata types. There are several ways&lt;br&gt;for users to find information, although they differ between&lt;br&gt;collections depending on the metadata available and the&lt;br&gt;collection design. Typically you can &lt;i&gt;search for particular&lt;br&gt;words&lt;/i&gt; that appear in the text, or within a section of a&lt;br&gt;document, or within a title or section heading. You can&lt;br&gt;&lt;i&gt;browse documents by title&lt;/i&gt;: just click on the displayed book&lt;br&gt;icon to read it. You can &lt;i&gt;browse documents by subject&lt;/i&gt;.&lt;br&gt;Subjects are represented by bookshelves: just click on a&lt;br&gt;shelf to see the books. Where appropriate, documents&lt;br&gt;
+&lt;b&gt;Figure 1: Searching the HDL collection&lt;/b&gt;&lt;br&gt;
+come complete with a table of contents (constructed&lt;br&gt;automatically): you can click on a chapter or subsection to&lt;br&gt;
+This paper sets the scene with a brief discussion of what a&lt;br&gt;
+open it, expand the full table of contents, or expand the full&lt;br&gt;
+digital library is. We then give an overview of the facilities&lt;br&gt;
+document.&lt;br&gt;
+offered by Greenstone and show how end users find&lt;br&gt;information in collections. Next we describe the files and&lt;br&gt;
+ &lt;br&gt;An example of searching is shown in Figure 1 where&lt;br&gt;
+directories involved in a collection, and then discuss the&lt;br&gt;
+documents in the Global Help Projectâs Humanity&lt;br&gt;
+processes of updating existing collections and creating new&lt;br&gt;
+Development Library (HDL) are being searched for&lt;br&gt;
+ones, including extending the software to provide new&lt;br&gt;
+chapters matching the word &lt;i&gt;butterfly&lt;/i&gt;. In Figure 2 the same&lt;br&gt;
+facilities. We conclude with an overview of related work.&lt;br&gt;
+collection is being browsed by subject: by clicking on the&lt;br&gt;bookshelf icons the user has discovered an item under&lt;br&gt;
+&lt;b&gt;WHAT IS A DIGITAL LIBRARY?&lt;/b&gt;&lt;br&gt;
+Section 16, Animal Husbandry. Pursuing an interest in&lt;br&gt;butterfly farming, the user selects a book by clicking on its&lt;br&gt;
+ &lt;br&gt;Ten definitions of the term âdigital libraryâ have been&lt;br&gt;
+book icon. In Figure 3 the front cover of the book is&lt;br&gt;
+culled from the literature by Fox (1998), and their spirit is&lt;br&gt;
+displayed as a graphic on the left, and the automatically&lt;br&gt;
+captured in the following brief characterization:&lt;br&gt;
+constructed table of contents appears at the start of the&lt;br&gt;
+ &lt;br&gt;
+document. The current focus, &lt;i&gt;Introduction and Summary&lt;/i&gt;,&lt;br&gt;
+&lt;i&gt;A collection of digital objects, including text,&lt;/i&gt;&lt;br&gt;
+is shown in bold in the table of contents with its text&lt;br&gt;
+&lt;i&gt;video, and audio, along with methods for access&lt;/i&gt;&lt;br&gt;
+starting further down the page.&lt;br&gt;
+&lt;i&gt;and retrieval, and for selection, organization&lt;br&gt;and maintenance of the collection&lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;In accordance with Leskâs advice, a statement of purpose&lt;br&gt;
+ &lt;br&gt;
+and coverage accompanies each collection, along with an&lt;br&gt;
+(Akscyn and Witten, 1998). Lesk (1998) views digital&lt;br&gt;
+explanation of how it is organized (Figure 1 shows the&lt;br&gt;
+libraries as âorganized collections of digital information,â&lt;br&gt;
+start of this). A distinction is made between &lt;i&gt;searching&lt;/i&gt; and&lt;br&gt;
+and wisely recommends that they articulate the principles&lt;br&gt;
+&lt;i&gt;browsing&lt;/i&gt;. Searching is full-text, andâdepending on the&lt;br&gt;
+governing what is included and how the collection is&lt;br&gt;
+collectionâs designâthe user can choose between indexes&lt;br&gt;
+organized.&lt;br&gt;
+built from different parts of the documents, or from&lt;br&gt;
+ &lt;br&gt;Digital libraries are generally distinguished from the&lt;br&gt;
+different metadata. Some collections have an index of full&lt;br&gt;
+World-Wide Web, the essential difference being in&lt;br&gt;
+documents, an index of sections, an index of paragraphs,&lt;br&gt;
+selection and organization. But they are not generally&lt;br&gt;
+an index of titles, and an index of section headings, each of&lt;br&gt;
+distinguished from a web &lt;i&gt;site&lt;/i&gt;: indeed, virtually all extant&lt;br&gt;
+which can be searched for particular words or phrases.&lt;br&gt;
+digital libraries manifest themselves as a web site. Hence&lt;br&gt;
+Browsing involves data structures created from metadata&lt;br&gt;
+the obvious question: to make a digital library, why not&lt;br&gt;
+that the user can examine: lists of authors, lists of titles,&lt;br&gt;
+just put the information on the Web?&lt;br&gt;
+lists of dates, hierarchical classification structures, and so&lt;br&gt;
+ &lt;br&gt;
+on. Data structures for both browsing and searching are&lt;br&gt;
+But we make a distinction between a digital library and a&lt;br&gt;
+built according to instructions in a configuration file,&lt;br&gt;
+web site that lies at the heart of our software design: one&lt;br&gt;
+which controls both building and serving the collection.&lt;br&gt;
+should easily be able to add new material to a library&lt;br&gt;
+Sample configuration files are discussed below.&lt;br&gt;
+without having to integrate it manually or edit its content&lt;br&gt;in any way. Once added, new material should immediately&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=3&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-3_1.jpg&quot;&gt;&lt;br&gt;
+matter of specifying all the necessary plugins. In order to&lt;br&gt;build browsing indexes from metadata, an analogous&lt;br&gt;scheme of âclassifiersâ is used: classifiers create indexes&lt;br&gt;of various kinds based on metadata. Source documents are&lt;br&gt;brought into the Greenstone system through a process&lt;br&gt;called &lt;i&gt;importing&lt;/i&gt;, which uses the plugins and classifiers&lt;br&gt;specified in the collection configuration file.&lt;br&gt;
+ &lt;br&gt;The international Unicode character set is used throughout,&lt;br&gt;so documentsâand interfacesâcan be written in any&lt;br&gt;language. Collections have so far been produced in&lt;br&gt;English, French, Spanish, German, Maori, Chinese, and&lt;br&gt;Arabic. The NZDL Web site provides numerous examples.&lt;br&gt;Collections can contain text, pictures, and even audio and&lt;br&gt;video clips; a text-only version of the interface is also&lt;br&gt;provided to accommodate visually impaired users.&lt;br&gt;Compression technology is used to ensure best use of&lt;br&gt;storage (Witten &lt;i&gt;et al &lt;/i&gt;., 1999). Most non-textual material is&lt;br&gt;either linked to textual documents or accompanied by&lt;br&gt;textual descriptions (such as photo captions) to allow full-&lt;br&gt;text searching and browsing. However, the architecture&lt;br&gt;
+&lt;b&gt;Figure 2: Browsing the HDL collection by subject&lt;/b&gt;&lt;br&gt;
+permits the implementation of plugins and classifiers even&lt;br&gt;for non-textual data.&lt;br&gt;
+ &lt;br&gt;Rich browsing facilities can be provided by manually&lt;br&gt;
+ &lt;br&gt;
+linking parts of documents together and building explicit&lt;br&gt;
+The system includes an âadministrativeâ function whereby&lt;br&gt;
+indexes and tables of contents. However, manually-created&lt;br&gt;
+specified users can examine the composition of all&lt;br&gt;
+linking becomes difficult to maintain, and often falls into&lt;br&gt;
+collections, protect documents so that they can only be&lt;br&gt;
+disrepair when a collection expands. The Greenstone&lt;br&gt;
+accessed by registered users on presentation of a password,&lt;br&gt;
+software takes a different tack: it facilitates &lt;i&gt;maintainability&lt;/i&gt;&lt;br&gt;
+and so on. Logs of user activity are kept that record all&lt;br&gt;
+by creating all searching and browsing structures&lt;br&gt;
+queries made to every Greenstone collection (though this&lt;br&gt;
+automatically from the documents themselves. No links&lt;br&gt;
+facility can be disabled).&lt;br&gt;
+are inserted by hand. This means that when new&lt;br&gt;
+ &lt;br&gt;Although primarily designed for Internet access over the&lt;br&gt;
+documents in the same format become available, they can&lt;br&gt;
+World-Wide Web, collections can be made available, in&lt;br&gt;
+be added automatically. Indeed, for some collections this is&lt;br&gt;
+precisely the same form, on CD-ROM. In either case they&lt;br&gt;
+done by processes that wake up regularly, scout for new&lt;br&gt;
+are accessed through any Web browser. Greenstone CD-&lt;br&gt;
+material, and rebuild the indexesâall without manual&lt;br&gt;
+ROMs operate on a standalone PC under Windows 3.X,&lt;br&gt;
+intervention.&lt;br&gt;
+95, 98, and NT, and the interaction is identical to accessing&lt;br&gt;
+Collections comprise many documents: thousands, tens of&lt;br&gt;
+the collection on the Webâexcept that response is faster&lt;br&gt;
+thousands, or even millions. Each document may be&lt;br&gt;
+and more predictable. The requirement to operate on early&lt;br&gt;
+hierarchically organized into &lt;i&gt;sections&lt;/i&gt; (subsections, sub-&lt;br&gt;
+Windows systems is one that plagues the software design,&lt;br&gt;
+subsections, and so on). Each section comprises one or&lt;br&gt;
+but is crucial for many usersâparticularly those in&lt;br&gt;
+more &lt;i&gt;paragraphs&lt;/i&gt;. Metadata such as author, title, date,&lt;br&gt;
+underdeveloped countries seeking access to humanitarian&lt;br&gt;
+keywords, and so on, may be associated with documents,&lt;br&gt;
+aid collections. If the PC is connected to a network&lt;br&gt;
+or with individual sections of documents. This is the raw&lt;br&gt;
+(intranet or Internet), a custom-built Web server provided&lt;br&gt;
+material for indexes. It must either be provided explicitly&lt;br&gt;
+on each CD makes exactly the same information available&lt;br&gt;
+for each document and section (for example, in an&lt;br&gt;
+to others through their standard Web browser. The use of&lt;br&gt;
+accompanying spreadsheet) or be derivable automatically&lt;br&gt;
+compression ensures that the greatest possible volume of&lt;br&gt;
+from the source documents. Metadata is converted to&lt;br&gt;
+information can be packed on to a CD-ROM.&lt;br&gt;
+Dublin Core and stored with the document for internal use.&lt;br&gt;
+ &lt;br&gt;The collection-serving software operates under Unix and&lt;br&gt;
+ &lt;br&gt;In order to accommodate different kinds of source&lt;br&gt;
+Windows NT, and works with standard Web servers. A&lt;br&gt;
+documents, the software is organized so that âpluginsâ can&lt;br&gt;
+flexible process structure allows different collections to be&lt;br&gt;
+be written for new document types. Plugins exist for plain&lt;br&gt;
+served by different computers, yet be presented to the user&lt;br&gt;
+text documents, HTML documents, email documents, and&lt;br&gt;
+in the same way, on the same Web page, as part of the&lt;br&gt;
+bibliographic formats. Word documents are handled by&lt;br&gt;
+same digital library, even as part of the same collection&lt;br&gt;
+saving them as HTML; PostScript ones by applying a&lt;br&gt;
+(McNab and Witten, 1998). Existing collections can be&lt;br&gt;
+preprocessor (Nevill-Manning &lt;i&gt;et al&lt;/i&gt;., 1998). Specially&lt;br&gt;
+updated and new ones brought on-line at any time, without&lt;br&gt;
+written plugins also exist for proprietary formats such as&lt;br&gt;
+bringing the system down; the process responsible for the&lt;br&gt;
+that used by the BBC archives department. A collection&lt;br&gt;
+user interface will notice (through periodic polling) when&lt;br&gt;
+may have source documents in different forms: it is just a&lt;br&gt;
+new collections appear and add them to the list presented&lt;br&gt;to the user.&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=4&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-4_1.jpg&quot;&gt;&lt;br&gt;
+&lt;b&gt;FILES IN A COLLECTION&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;When a new collection is created or material is added to an&lt;br&gt;existing one, the original source documents are first&lt;br&gt;brought into the system through a process known as&lt;br&gt;âimporting.â This involves converting documents into a&lt;br&gt;simple HTML-like format known as GML (for&lt;br&gt;âGreenstone Markup Languageâ), which includes any&lt;br&gt;metadata associated with the document. Documents are&lt;br&gt;assumed to be in the Unicode UTF-8 code (of which the&lt;br&gt;ASCII characters form a subset).&lt;br&gt;
+ &lt;br&gt;&lt;b&gt;Files and directories&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;There is a separate directory for each collection, which&lt;br&gt;contains five subdirectories: the original raw material&lt;br&gt;(&lt;i&gt;import&lt;/i&gt;), the GML files created from this (&lt;i&gt;archives&lt;/i&gt;), the&lt;br&gt;final collection as it is served to users (&lt;i&gt;index&lt;/i&gt;), a directory&lt;br&gt;for use during the building process (&lt;i&gt;building&lt;/i&gt;), and one for&lt;br&gt;any supporting files (&lt;i&gt;etc&lt;/i&gt;)âincluding the configuration file&lt;br&gt;
+&lt;b&gt;Figure 3: Reading a book in the HDL&lt;/b&gt;&lt;br&gt;
+that controls the collection creation procedure. Additional&lt;br&gt;files might be required: for example, building a hierarchy&lt;br&gt;of classifications requires a data file of sub-classifications.&lt;br&gt;
+&lt;b&gt;FINDING INFORMATION&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;Greenstone digital library systems generally include&lt;br&gt;
+ &lt;br&gt;
+several separate collections. A home page allows you to&lt;br&gt;
+&lt;b&gt;The imported documents&lt;/b&gt;&lt;br&gt;
+select a collection; in addition, each collection has its own&lt;br&gt;
+ &lt;br&gt;In order to identify documents internally, a unique object&lt;br&gt;
+âaboutâ page that gives you information about how the&lt;br&gt;
+identifier or OID is assigned to each original source&lt;br&gt;
+collection is organized and the principles governing what&lt;br&gt;
+document when it is imported (formed by hashing the&lt;br&gt;
+is included.&lt;br&gt;
+content, to overcome file duplication effects caused by&lt;br&gt;
+ &lt;br&gt;All icons in the screenshots of Figures 1â4 are clickable.&lt;br&gt;
+mirroring) and stored as metadata within that document. It&lt;br&gt;
+Those icons at the top of the page return to the home page,&lt;br&gt;
+is important that OIDs persist throughout the index-&lt;br&gt;
+provide help text, and allow you to set user interface and&lt;br&gt;
+building processâso that a userâs search history is&lt;br&gt;
+searching preferences. The navigation bar underneath&lt;br&gt;
+unaffected by rebuilding the collection. OIDs are assigned&lt;br&gt;
+gives access to the searching and browsing facilities,&lt;br&gt;
+by hashing the contents of the original source document.&lt;br&gt;
+which differ from one collection to another.&lt;br&gt;
+ &lt;br&gt;Once imported, each document is stored in its own&lt;br&gt;
+ &lt;br&gt;Each of the five buttons provides a different way to find&lt;br&gt;
+subdirectory of &lt;i&gt;archives&lt;/i&gt;, along with any associated&lt;br&gt;
+information. You can &lt;i&gt;search for particular words&lt;/i&gt; that&lt;br&gt;
+filesâfor example, images. To ensure compatibility with&lt;br&gt;
+appear in the text from the âsearchâ page (or from the&lt;br&gt;
+Windows 3.0, only eight characters are used in directory&lt;br&gt;
+âaboutâ page of Figure 1). This collection contains indexes&lt;br&gt;
+and file names, which causes annoying but essentially&lt;br&gt;
+of chapters, section titles, and entire books. The default&lt;br&gt;
+trivial complications.&lt;br&gt;
+search interface is a simple one, suitable for casual users;&lt;br&gt;advanced searchingâwhich allows full Boolean&lt;br&gt;
+ &lt;br&gt;&lt;b&gt;Inside the documents&lt;/b&gt;&lt;br&gt;
+expressions, phrase searching, case and stemming&lt;br&gt;controlâcan be enabled from the &lt;i&gt;Preferences&lt;/i&gt; page.&lt;br&gt;
+ &lt;br&gt;The GML format imposes a limited amount of structure on&lt;br&gt;
+ &lt;br&gt;
+documents. Documents are divided into paragraphs. They&lt;br&gt;
+This collection has four browsable metadata indexes. You&lt;br&gt;
+can be split hierarchically into sections and subsections.&lt;br&gt;
+can &lt;i&gt;access publications by subject&lt;/i&gt; by clicking the &lt;i&gt;subjects&lt;/i&gt;&lt;br&gt;
+OIDs are extended to identify these components by&lt;br&gt;
+button, which brings up a list of subjects, represented by&lt;br&gt;
+appending numbers, separated by periods, to a documentâs&lt;br&gt;
+bookshelves (Figure 2). You can &lt;i&gt;access publications by&lt;/i&gt;&lt;br&gt;
+OID. When a book is read, its section hierarchy is visible&lt;br&gt;
+&lt;i&gt;title&lt;/i&gt; by clicking &lt;i&gt;titles a-z&lt;/i&gt; (Figure 4), which brings up a list&lt;br&gt;
+as the table of contents (Figure 3). Chapters, sections,&lt;br&gt;
+of books in alphabetic order. You can &lt;i&gt;access publications&lt;/i&gt;&lt;br&gt;
+subsections, and pages are all implemented simply as&lt;br&gt;
+&lt;i&gt;by organization&lt;/i&gt; (i.e. Dublin Core âpublisherâ), bringing up&lt;br&gt;
+âsectionsâ within the document. In some collections&lt;br&gt;
+a list of organizations. You can &lt;i&gt;access publications by&lt;/i&gt;&lt;br&gt;
+documents do not have a hierarchical subsection structure,&lt;br&gt;
+&lt;i&gt;âhow toâ listing&lt;/i&gt;, yielding a list of hints defined by the&lt;br&gt;
+but are split into pages to permit browsing within a&lt;br&gt;
+collectionâs editors. We use the Dublin Core as a base and&lt;br&gt;
+retrieved document.&lt;br&gt;
+extend it in an &lt;i&gt;ad hoc&lt;/i&gt; manner to accommodate the&lt;br&gt;individual requirements of collection designers.&lt;br&gt;
+ &lt;br&gt;The document structure is used for searchable indexes.&lt;br&gt;There are three levels of index: &lt;i&gt;documents&lt;/i&gt;, &lt;i&gt;sections&lt;/i&gt;, and&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=5&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-5_1.jpg&quot;&gt;&lt;br&gt;
+the &lt;i&gt;import&lt;/i&gt; process is invoked, which converts the files into&lt;br&gt;GML using the specified plugins. Old material for which&lt;br&gt;GML files have previously been created is not re-imported.&lt;br&gt;Then the &lt;i&gt;build&lt;/i&gt; process is invoked to build the requisite&lt;br&gt;indexes for the collection. Finally, the contents of the&lt;br&gt;&lt;i&gt;building&lt;/i&gt; directory are moved into the &lt;i&gt;index&lt;/i&gt; directory, and&lt;br&gt;the new version of the collection automatically becomes&lt;br&gt;live.&lt;br&gt;
+ &lt;br&gt;This procedure may seem cumbersome. But all the steps&lt;br&gt;are necessary for efficient operation with large collections.&lt;br&gt;The &lt;i&gt;import&lt;/i&gt; process could be performed on the fly during&lt;br&gt;the building operationâbut because building indexes is a&lt;br&gt;multipass operation, the often lengthy importing would be&lt;br&gt;repeated several times. The &lt;i&gt;build&lt;/i&gt; process can take&lt;br&gt;considerable timeâa day or two, for very large&lt;br&gt;collections. Consequently, the results are placed in the&lt;br&gt;&lt;i&gt;building&lt;/i&gt; directory so that, if the collection already exists, it&lt;br&gt;will continue to be served to users in its old form&lt;br&gt;throughout the building operation.&lt;br&gt;
+ &lt;br&gt;Active users of the collection will not be disturbed when&lt;br&gt;the new version becomes liveâthey will probably not&lt;br&gt;
+&lt;b&gt;Figure 4: Browsing titles in the HDL&lt;/b&gt;&lt;br&gt;
+even notice. The persistent OIDs ensure that interactions&lt;br&gt;remain coherentâusers who are examining the results of a&lt;br&gt;query or browse operation will still retrieve the expected&lt;br&gt;
+&lt;i&gt;paragraphs&lt;/i&gt;, corresponding to the distinctions that GML&lt;br&gt;
+documentsâand if a search is actually in progress when&lt;br&gt;
+makesâthe hierarchical structure is flattened for the&lt;br&gt;
+the change takes place the program detects the resulting&lt;br&gt;
+purposes of creating these indexes. Indexes can be of text,&lt;br&gt;
+file-structure inconsistency and automatically and&lt;br&gt;
+or metadata, or any combination. Thus you can create a&lt;br&gt;
+transparently re-executes the query, this time on the new&lt;br&gt;
+searchable index of section titles, and/or authors, and/or&lt;br&gt;
+version of the collection.&lt;br&gt;
+document descriptions, as well as the document text.&lt;br&gt;
+&lt;b&gt;UPDATING EXISTING COLLECTIONS&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;&lt;b&gt;How it works&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;Updating an existing collection with new files in the same&lt;br&gt;
+ &lt;br&gt;The original material in the &lt;i&gt;import&lt;/i&gt; directory may be in any&lt;br&gt;
+format is easy. For example, the raw material for the HDL&lt;br&gt;
+format, and plugins are required to process each format&lt;br&gt;
+is supplied in the form of HTML files marked up with&lt;br&gt;
+type. The plugins that a collection uses must be specified&lt;br&gt;
+&amp;lt;&amp;lt;TOC&amp;gt;&amp;gt; tags to split books into sections and&lt;br&gt;
+in the collection configuration file. The &lt;i&gt;import&lt;/i&gt; program&lt;br&gt;
+subsections, and &amp;lt;&amp;lt;I&amp;gt;&amp;gt; tags to indicate where an image is&lt;br&gt;
+reads the list of plugins and passes each document to each&lt;br&gt;
+to be inserted. For each book in the library there is a&lt;br&gt;
+plugin in order until it finds one that can process it. When&lt;br&gt;
+directory that contains a single HTML file representing the&lt;br&gt;
+updating an existing collection, all plugins necessary to&lt;br&gt;
+book, and separate files containing the associated images.&lt;br&gt;
+process new material should already have been specified in&lt;br&gt;
+An accompanying spreadsheet file contains the&lt;br&gt;
+the configuration file.&lt;br&gt;
+classification hierarchy; this is converted to a simple file&lt;br&gt;format (using Excelâs &lt;i&gt;Save As&lt;/i&gt; command).&lt;br&gt;
+ &lt;br&gt;The building step creates the indexes for both searching&lt;br&gt;and browsing. The MG software is generally used to do the&lt;br&gt;
+ &lt;br&gt;Since the collection exists, its directory is already set up&lt;br&gt;
+searching (Witten  &lt;i&gt;et al.&lt;/i&gt;, 1999), and the &lt;i&gt;mgbuild&lt;/i&gt; module is&lt;br&gt;
+with subdirectories &lt;i&gt;import&lt;/i&gt;, &lt;i&gt;archives&lt;/i&gt;, &lt;i&gt;building&lt;/i&gt;, &lt;i&gt;index&lt;/i&gt;, and&lt;br&gt;
+automatically invoked to create each of the indexes that is&lt;br&gt;
+&lt;i&gt;etc&lt;/i&gt;, and the &lt;i&gt;etc&lt;/i&gt; directory will contain a suitable collection&lt;br&gt;
+required. For example, the Humanity Development Library&lt;br&gt;
+configuration file.&lt;br&gt;
+has three indexes, one for entire books, one for chapters,&lt;br&gt;and one for section titles. Subdirectories of the &lt;i&gt;index&lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;
+directory are created for each of these indexes.&lt;br&gt;
+&lt;b&gt;The updating procedure&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;To update a collection, the new raw material is placed in&lt;br&gt;the &lt;i&gt;import&lt;/i&gt; directory, in whatever form it is available. Then&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=6&gt;&lt;/a&gt;creator&lt;br&gt;
+davidb@cs.waikato.ac.nz&lt;br&gt;
+1&lt;br&gt;
+maintainer&lt;br&gt;
+davidb@cs.waikato.ac.nz&lt;br&gt;
+2&lt;br&gt;
+public&lt;br&gt;
+True&lt;br&gt;
+3&lt;br&gt;4&lt;br&gt;
+indexes&lt;br&gt;
+document:text&lt;br&gt;
+5&lt;br&gt;
+defaultindex&lt;br&gt;
+document:text&lt;br&gt;
+6&lt;br&gt;
+plugins&lt;br&gt;
+GMLPlug TEXTPlug ArcPlug RecPlug&lt;br&gt;
+7&lt;br&gt;8&lt;br&gt;
+classify&lt;br&gt;
+AZList metadata=Title&lt;br&gt;
+9&lt;br&gt;10&lt;br&gt;
+collectionmeta&lt;br&gt;
+collectionname    &amp;quot;generic text collection&amp;quot;&lt;br&gt;
+11&lt;br&gt;
+(a)&lt;br&gt;
+collectionmeta&lt;br&gt;
+.document:text    &amp;quot;documents&amp;quot;&lt;br&gt;
+12&lt;br&gt;
+creator&lt;br&gt;
+davidb@cs.waikato.ac.nz&lt;br&gt;
+1&lt;br&gt;
+maintainer&lt;br&gt;
+davidb@cs.waikato.ac.nz&lt;br&gt;
+2&lt;br&gt;
+public&lt;br&gt;
+True&lt;br&gt;
+3&lt;br&gt;4&lt;br&gt;
+indexes&lt;br&gt;
+document:text document:From&lt;br&gt;
+5&lt;br&gt;
+defaultindex&lt;br&gt;
+document:text&lt;br&gt;
+6&lt;br&gt;
+plugins&lt;br&gt;
+GMLPlug EMAILPlug ArcPlug RecPlug&lt;br&gt;
+7&lt;br&gt;8&lt;br&gt;
+classify&lt;br&gt;
+AZList metadata=Title&lt;br&gt;
+9&lt;br&gt;
+classify&lt;br&gt;
+DateList&lt;br&gt;
+10&lt;br&gt;11&lt;br&gt;
+collectionmeta&lt;br&gt;
+collectionname    &amp;quot;Email messages&amp;quot;&lt;br&gt;
+12&lt;br&gt;
+collectionmeta&lt;br&gt;
+.document:text    &amp;quot;documents&amp;quot;&lt;br&gt;
+13&lt;br&gt;
+collectionmeta&lt;br&gt;
+.document:From    &amp;quot;email senders&amp;quot;&lt;br&gt;
+14&lt;br&gt;15&lt;br&gt;
+format&lt;br&gt;
+QueryResults \\\\&lt;br&gt;
+16&lt;br&gt;
+(b)&lt;br&gt;
+&amp;lt;td&amp;gt;[link][icon][/link]&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;[Title]&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;[Author]&amp;lt;/td&amp;gt;&lt;br&gt;
+17&lt;br&gt;
+&lt;b&gt;Figure 5: Collection configuration files (a) generic, (b) for an email collection&lt;/b&gt;&lt;br&gt;
+ &lt;br&gt;MG also compresses the text of the collection; and the&lt;br&gt;
+certain circumstances, however, it might be preferable to&lt;br&gt;
+image files are linked into the &lt;i&gt;index&lt;/i&gt; subdirectory. Now&lt;br&gt;
+use a standardized format such as XML. This is&lt;br&gt;
+none of the material in the &lt;i&gt;import&lt;/i&gt; and &lt;i&gt;archives&lt;/i&gt; directories&lt;br&gt;
+straightforward to implementï£§just write an XML&lt;br&gt;
+is needed to run the collection and can be removed from&lt;br&gt;
+pluginï£§although we have not done so ourselves. Given&lt;br&gt;
+the file system (though they would be needed if the&lt;br&gt;
+the transitory nature of the imported data, to date, we have&lt;br&gt;
+collection were rebuilt).&lt;br&gt;
+found GML a satisfactory and beneficial format.&lt;br&gt;
+ &lt;br&gt;Associated with each collection is a database stored in&lt;br&gt;
+&lt;b&gt;CREATING NEW COLLECTIONS&lt;/b&gt;&lt;br&gt;
+GDBM (Gnu database manager) format. This contains an&lt;br&gt;entry for each document, giving its OID, its internal MG&lt;br&gt;
+ &lt;br&gt;Building new collections from scratch is only slightly&lt;br&gt;
+document number, and metadata such as title. Information&lt;br&gt;
+different from updating an existing collection. The key&lt;br&gt;
+for each of the browsing indexes, which appear as buttons&lt;br&gt;
+new requirement is creating a collection configuration file,&lt;br&gt;
+on the Greenstone search/browse bar, is also extracted&lt;br&gt;
+and a software utility is provided to help. Two pieces of&lt;br&gt;
+during the building process and stored in the database. A&lt;br&gt;
+information are required for this: the name of the directory&lt;br&gt;
+âclassifierâ program is required for each browsing index to&lt;br&gt;
+that the collection will use (into which the source data and&lt;br&gt;
+extract the appropriate information from GML documents.&lt;br&gt;
+other files will eventually be placed), and a contact e-mail&lt;br&gt;
+Like plugins, classifiers are written on an &lt;i&gt;ad hoc&lt;/i&gt; basis for&lt;br&gt;
+address for use if any problems are encountered by the&lt;br&gt;
+the particular information required, and where possible&lt;br&gt;
+software once the collection is up and running. The utility&lt;br&gt;
+reused from one collection to another.&lt;br&gt;
+creates files and directories within the newly-named&lt;br&gt;
+ &lt;br&gt;
+directory to support a generic collection of plain text&lt;br&gt;
+The building program creates the indexes based on&lt;br&gt;
+documents. With suitable data placed in the &lt;i&gt;import&lt;/i&gt;&lt;br&gt;
+whatever appears in the &lt;i&gt;archives&lt;/i&gt; directory. The first plugin&lt;br&gt;
+directory, building the collection at this point will yield a&lt;br&gt;
+specified by all collections is one that processes GML&lt;br&gt;
+document-level searchable index of all the text and a&lt;br&gt;
+files, and so if &lt;i&gt;archives&lt;/i&gt; contains imported files they will be&lt;br&gt;
+browsable list of âtitlesâ (defined in this case to be the&lt;br&gt;
+processed correctly. If it contains material in the original&lt;br&gt;
+document filenames).&lt;br&gt;
+format, that will be converted using the appropriate plugin.&lt;br&gt;Thus the import process is optional.&lt;br&gt;
+ &lt;br&gt;To enhance the functionality and presentationâ something&lt;br&gt;
+ &lt;br&gt;
+anything but the most trivial collection will requireâthe&lt;br&gt;
+GML is designed to be fast and easy to parse, an important&lt;br&gt;
+configuration file must be edited. For a collection sourced&lt;br&gt;
+requirement when millions of documents are to be&lt;br&gt;
+from documents in an already supported data format,&lt;br&gt;
+processed. Something as simple as requiring tags to be&lt;br&gt;
+presented in a similar fashion to an existing collection, the&lt;br&gt;
+lower-case, for example, yields a substantial speed-up. In&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=7&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-7_1.jpg&quot;&gt;&lt;br&gt;
+ &lt;br&gt;These are modules of code that can be slotted into the&lt;br&gt;system to enhance its capabilities. Plugins parse&lt;br&gt;documents, extracting the text and metadata to be indexed.&lt;br&gt;Classifiers control how metadata is brought together to&lt;br&gt;form browsable data structures. Both are specified in an&lt;br&gt;object-oriented framework using inheritance to minimize&lt;br&gt;the amount of code written.&lt;br&gt;
+ &lt;br&gt;A plugin must specify three things: what file formats it can&lt;br&gt;handle, how they should be parsed, and whether the plugin&lt;br&gt;is recursive. File formats are normally determined using&lt;br&gt;regular expression matching on the filename. For example,&lt;br&gt;the HTML plugin accepts all files that end in &lt;i&gt;.htm&lt;/i&gt;, . &lt;i&gt;html&lt;/i&gt;,&lt;br&gt;&lt;i&gt;.HTM&lt;/i&gt;, or &lt;i&gt;.HTML&lt;/i&gt;. (It is quite possible, however, to write&lt;br&gt;plugins that âlook insideâ the file as well.) For other files,&lt;br&gt;the plugin returns &lt;i&gt;undefined&lt;/i&gt; and the file is passed to the&lt;br&gt;next plugin in the collectionâs configuration file (e.g.&lt;br&gt;Figure 5 line 7). If it can, the plugin parses the file and&lt;br&gt;returns the number of documents processed. This involves&lt;br&gt;extracting text and metadata and adding it to the libraryâs&lt;br&gt;content through calls to &lt;i&gt;add text&lt;/i&gt; and &lt;i&gt;add metadata&lt;/i&gt;.&lt;br&gt;
+ &lt;br&gt;Some plugins (ârecursiveâ ones) add extra files into the&lt;br&gt;
+&lt;b&gt;Figure 6: Searching bookmarked Web pages&lt;/b&gt;&lt;br&gt;
+stream of data processed during the building phase by&lt;br&gt;artificially reactivating the list of plugins. This is how&lt;br&gt;directory hierarchies are traversed.&lt;br&gt;
+amount of editing is minimal. Importing new data formats&lt;br&gt;and browsing metadata in ways not currently supported are&lt;br&gt;
+ &lt;br&gt;Plugins are small modules of code that are easy to write.&lt;br&gt;
+more complex activities that require programming skills.&lt;br&gt;
+We monitored the time it took to develop a new one that&lt;br&gt;was different to any we had produced so far. We chose to&lt;br&gt;make as an example a collection of HTML bookmark files,&lt;br&gt;
+ &lt;br&gt;&lt;b&gt;Modifying the configuration file&lt;/b&gt;&lt;br&gt;
+the motivation being to produce a convenient way of&lt;br&gt;
+ &lt;br&gt;
+searching and browsing oneâs bookmarked Web pages.&lt;br&gt;
+Figure 5b shows simple alterations to the generic&lt;br&gt;
+Figure 6 shows a user searching for bookmarked pages&lt;br&gt;
+configuration file in Figure 5a that was generated by the&lt;br&gt;
+about &lt;i&gt;music&lt;/i&gt;. The new plugin took under an hour to write,&lt;br&gt;
+new-collection utility. &lt;i&gt;TEXTPlug&lt;/i&gt; is replaced with&lt;br&gt;
+and was 160 lines long (ignoring blank lines and&lt;br&gt;
+&lt;i&gt;EMAILPlug&lt;/i&gt; (line 7) which reads email files and extracts&lt;br&gt;
+comments)âabout the average length of existing plugins.&lt;br&gt;
+metadata (&lt;i&gt;From&lt;/i&gt;, &lt;i&gt;To&lt;/i&gt;, &lt;i&gt;Date&lt;/i&gt;, &lt;i&gt;Subject&lt;/i&gt;) from them. A classifier&lt;br&gt;for dates is added (line 10) to make the collection&lt;br&gt;
+ &lt;br&gt;Classifiers are more general than plugins because they&lt;br&gt;
+browsable chronologically. The default presentation of&lt;br&gt;
+work on GML-format data. For example, any plugin that&lt;br&gt;
+search results is overridden (line 17) to display both the&lt;br&gt;
+generates date metadata in accordance with the Dublin&lt;br&gt;
+title of the message (i.e. Dublin Core &lt;i&gt;Title&lt;/i&gt;) and its sender&lt;br&gt;
+core can request the collection to be browsable&lt;br&gt;
+(i.e. Dublin Core &lt;i&gt;Author&lt;/i&gt;). Elements in square brackets,&lt;br&gt;
+chronologically by specifying the &lt;i&gt;DateList&lt;/i&gt; classifier in the&lt;br&gt;
+such as &lt;i&gt;[Title]&lt;/i&gt;, are replaced by the metadata associated&lt;br&gt;
+collectionâs configuration file (Figure 7). Classifiers are&lt;br&gt;
+with a particular document. The built-in term &lt;i&gt;[icon]&lt;/i&gt;&lt;br&gt;
+more elaborate than most plugins, but new ones are seldom&lt;br&gt;
+produces a suitable image that represents the document&lt;br&gt;
+required. The average length of existing classifiers is 230&lt;br&gt;
+(such as a book icon or page icon), and the &lt;i&gt;[link]âŠ[/link]&lt;/i&gt;&lt;br&gt;
+lines.&lt;br&gt;
+construct forms a hyperlink to the complete document.&lt;br&gt;
+ &lt;br&gt;
+Anything else in the format statement, which in this case is&lt;br&gt;
+Classifiers must specify three things: an initialization&lt;br&gt;
+solely table-cell tags in HTML, is passed through to the&lt;br&gt;
+routine, how individual documents are classified, and the&lt;br&gt;
+page being displayed.&lt;br&gt;
+final browsable data structure. Initialization takes care of&lt;br&gt;any options specified in the configuration file (such as&lt;br&gt;
+As this example shows, creating a new collection that stays&lt;br&gt;
+&lt;i&gt;metadata=Title &lt;/i&gt;on line 9 of Figure 5b). Classifying&lt;br&gt;
+within the bounds of the libraryâs established capabilities&lt;br&gt;
+individual documents is an iterative process: for each one,&lt;br&gt;
+falls within the capability of many computer usersâfor&lt;br&gt;
+a call to &lt;i&gt;document-classify&lt;/i&gt; is made. On presentation of the&lt;br&gt;
+instance, computer-trained librarians. Extending&lt;br&gt;
+documentâs OID, the necessary metadata is located and&lt;br&gt;
+Greenstone to handle new document formats and browse&lt;br&gt;
+used to control where the document is added to the&lt;br&gt;
+metadata in new ways is more challenging.&lt;br&gt;
+browsable data structure being constructed.&lt;br&gt;
+ &lt;br&gt;Once all documents have been added, a request is made for&lt;br&gt;
+ &lt;br&gt;&lt;b&gt;Writing new plugins and classifiers&lt;/b&gt;&lt;br&gt;
+the completed data structure. Some classifiers return the&lt;br&gt;data structure directly; others transform the data structure&lt;br&gt;
+ &lt;br&gt;Extensibility  is  obtained through  plugins  and  classifiers.&lt;br&gt;
+before it is returned. For example, the &lt;i&gt;AZList&lt;/i&gt; classifier&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=8&gt;&lt;/a&gt;&lt;IMG src=&quot;_httpdocimg_/1-8_1.jpg&quot;&gt;&lt;br&gt;
+a page number, next and previous page buttons, and&lt;br&gt;displaying a particular page at different resolutions. A text&lt;br&gt;version of the page is also available upon which a&lt;br&gt;searching option is also provided.&lt;br&gt;
+Started in 1994, Harvest is also a long-running research&lt;br&gt;project. It provides an efficient means of gathering source&lt;br&gt;data from the Internet and distributing indexing&lt;br&gt;information over the Internet. This is accomplished&lt;br&gt;through five components: &lt;i&gt;gatherer&lt;/i&gt;, &lt;i&gt;broker&lt;/i&gt;, &lt;i&gt;indexer&lt;/i&gt;,&lt;br&gt;&lt;i&gt;replicator&lt;/i&gt; and &lt;i&gt;cache&lt;/i&gt;. The first three are central to creating,&lt;br&gt;updating and searching a collection; the last two help to&lt;br&gt;improve performance over the Internet through transparent&lt;br&gt;mirroring and caching techniques.&lt;br&gt;
+The system is configurable and customizable. While&lt;br&gt;searching is most commonly implemented using Glimpse&lt;br&gt;(&lt;i&gt;glimpse.cs.arizona.edu&lt;/i&gt;), in principle any search engine&lt;br&gt;that supports incremental updates and Boolean&lt;br&gt;combinations of attribute-based queries can be used. It is&lt;br&gt;possible to control what type of documents are gathered&lt;br&gt;during creation and updating, and how the query interface&lt;br&gt;
+&lt;b&gt;Figure 7: Browsing a newspaper collection by date&lt;/b&gt;&lt;br&gt;
+looks and is laid out.&lt;br&gt;
+Sample collections cited by the developers include 21,000&lt;br&gt;
+divides the alphabetically sorted list of metadata into&lt;br&gt;
+computer science technical reports and 7,000 home pages.&lt;br&gt;
+separate pages of about the same size and returns the&lt;br&gt;
+Other examples include a sizable collection of agriculture-&lt;br&gt;
+alphabetic ranges for each one (Figure 4).&lt;br&gt;
+related electronic journals and magazines called âtomato-&lt;br&gt;juiceâ (accessed through &lt;i&gt;hegel.lib.ncsu.edu&lt;/i&gt;) and a full-text&lt;br&gt;
+&lt;b&gt;OVERVIEW OF RELATED WORK&lt;/b&gt;&lt;br&gt;
+index of library-related electronic serials&lt;br&gt;
+Two projects that provide substantial open source digital&lt;br&gt;
+(&lt;i&gt;sunsite.berkeley.edu/IndexMorganagus&lt;/i&gt;). Harvest is also&lt;br&gt;
+library software are Dienst (Lagoze and Fielding, 1998)&lt;br&gt;
+often used to index Web sites (for example&lt;br&gt;
+and Harvest (Bowman &lt;i&gt;et al.&lt;/i&gt;, 1994). The origins of Dienst&lt;br&gt;
+&lt;i&gt;www.middlebury.edu&lt;/i&gt;).&lt;br&gt;
+(&lt;i&gt;www.cs.cornell.edu/cdlrg&lt;/i&gt;) stretch back to 1992. The term&lt;br&gt;
+Comparing Greenstone with Dienst and Harvest, there are&lt;br&gt;
+has come to represent three entities: a conceptual&lt;br&gt;
+both similarities and differences. All provide substantial&lt;br&gt;
+architecture for distributed digital libraries; an open&lt;br&gt;
+digital library systems, hence common themes recur, but&lt;br&gt;
+protocol for service communication; and a software&lt;br&gt;
+they are driven by projects with different aims. Harvest,&lt;br&gt;
+system that implements the protocol. To date, five sample&lt;br&gt;
+for instance, was not conceived as a digital library project&lt;br&gt;
+digital libraries have been built using this technology.&lt;br&gt;
+at all, but by virtue of its selective document gathering&lt;br&gt;
+They manifest themselves in two forms: technical reports&lt;br&gt;
+process it can be classed (and is used) as one. While it&lt;br&gt;
+and primary source documents.&lt;br&gt;
+provides sophisticated search options, it lacks the&lt;br&gt;
+Best known is NCSTRL, the Networked Computer&lt;br&gt;
+complementary service of browsing. Furthermore it adds&lt;br&gt;
+Science Technical Reference Library project&lt;br&gt;
+no structure or order to the documents collected, relying&lt;br&gt;
+(&lt;i&gt;www.ncstrl.org&lt;/i&gt;). This collection facilitates searching by&lt;br&gt;
+on whatever structures are present in the site that they&lt;br&gt;
+title, author and abstract, and browsing by year and author,&lt;br&gt;
+were gathered from. A proven strength of the design is its&lt;br&gt;
+across a distributed network of document repositories.&lt;br&gt;
+flexibility through configuration and customizationï£§an&lt;br&gt;
+Documents can (where supported) be delivered in various&lt;br&gt;
+element also present in Greenstone.&lt;br&gt;
+formats such as PostScript, a thumbnail overview of the&lt;br&gt;
+Dienstï£§best exemplified through the NCSTRL&lt;br&gt;
+pages, and a GIF image of a particular page.&lt;br&gt;
+workï£§supports searching and browsing, like Greenstone.&lt;br&gt;
+The &lt;i&gt;Making of America&lt;/i&gt; resource is an example of a&lt;br&gt;
+Both use open protocols. Differences include a high&lt;br&gt;
+collection based around primary sourcesï£§in this case&lt;br&gt;
+reliance in Dienst on user-supplied information when a&lt;br&gt;
+American social history, 1830â1900. It has a different&lt;br&gt;
+document is added, and a smaller range of document types&lt;br&gt;
+âlook and feelâ to NCSTRL, being strongly oriented&lt;br&gt;
+supportedâalthough Dienst does include a document&lt;br&gt;
+toward browsing rather than searching. A user navigates&lt;br&gt;
+model that should, over time, allow this to expand with&lt;br&gt;
+their way through a hierarchical structure of hyperlinks to&lt;br&gt;
+relative ease.&lt;br&gt;
+reach a book of interest. The book itself is a series of&lt;br&gt;
+There are also commercial systems that provide similar&lt;br&gt;
+scanned images: delivery options include going directly to&lt;br&gt;
+digital library services to those described. However, since&lt;br&gt;
+&lt;hr&gt;
+&lt;A name=9&gt;&lt;/a&gt;corporate culture instills proprietary attitudes there is little&lt;br&gt;
+&lt;b&gt;REFERENCES&lt;/b&gt;&lt;br&gt;
+opportunity for advancement through a shared&lt;br&gt;
+1.  Akscyn, R.M. and Witten, I.H. (1998) âReport on First&lt;br&gt;
+collaborative effort. Consequently they are not reviewed&lt;br&gt;
+Summit on International Cooperation on Digital&lt;br&gt;
+here.&lt;br&gt;
+Libraries.â ks.com/idla-wp-oct98.&lt;br&gt;
+2.  Bowman, C.M., Danzig, P.B., Manber, U., and&lt;br&gt;
+&lt;b&gt;CONCLUSIONS&lt;/b&gt;&lt;br&gt;
+Schwartz, M.F. âScalable Internet resource discovery:&lt;br&gt;
+Greenstone is a comprehensive software system for&lt;br&gt;
+Research problems and approachesâ &lt;i&gt;Communications&lt;/i&gt;&lt;br&gt;
+creating digital library collections. It builds data structures&lt;br&gt;
+&lt;i&gt;of the ACM,&lt;/i&gt; Vol. 37, No. 8, pp. 98â107, 1994.&lt;br&gt;
+for searching and browsing from the material provided,&lt;br&gt;
+3.  Fox, E. (1998) âDigital library definitions.â&lt;br&gt;
+rather than relying on any hand-crafting. The process is&lt;br&gt;
+ei.cs.vt.edu/~fox/dlib/def.html.&lt;br&gt;
+controlled by a configuration file, and once a collection&lt;br&gt;exists new material can be added completely&lt;br&gt;
+4.  Humanity Libraries (1998) &lt;i&gt;Humanity Development&lt;/i&gt;&lt;br&gt;
+automatically. Browsing is based on Dublin Core&lt;br&gt;
+&lt;i&gt;Library&lt;/i&gt;. CD-ROM produced by the Global Help&lt;br&gt;
+metadata.&lt;br&gt;
+Project, Antwerp, Belgium.&lt;br&gt;
+New collections can be developed easily, particularly if&lt;br&gt;
+5.  Lagoze, C. and Fielding, D âDefining Collections in&lt;br&gt;
+they resemble existing ones. Extensibility is achieved&lt;br&gt;
+Distributed Digital Librariesâ &lt;i&gt;D-Lib Magazine&lt;/i&gt;, Nov.&lt;br&gt;
+through software âpluginsâ that can be written to&lt;br&gt;
+1998.&lt;br&gt;
+accommodate documents, and metadata, in different&lt;br&gt;
+6.  PAHO (1999) &lt;i&gt;Virtual Disaster Library&lt;/i&gt;. CD-ROM&lt;br&gt;
+formats. Standard plugins exist for many document types;&lt;br&gt;
+produced by the Pan-American Health Organization,&lt;br&gt;
+new ones are easily written. Browsing is controlled by&lt;br&gt;
+Washington DC, USA.&lt;br&gt;
+âclassifiersâ that process metadata into browsing structures&lt;br&gt;
+7.  McNab, R.J., Witten, I.H. and Boddie, S.J. (1998) âA&lt;br&gt;
+(by date, alphabetical, hierarchical, etc).&lt;br&gt;
+distributed digital library architecture incorporating&lt;br&gt;
+However, the most powerful support for extensibility is&lt;br&gt;
+different index styles.â &lt;i&gt;Proc IEEE Advances in Digital&lt;/i&gt;&lt;br&gt;
+achieved not by technical means but by making the source&lt;br&gt;
+&lt;i&gt;Libraries&lt;/i&gt;, Santa Barbara, CA, pp. 36â45.&lt;br&gt;
+code freely available under the Gnu public license. Only&lt;br&gt;
+8.  Nevill-Manning, C.G., Reed, T., and Witten, I.H.&lt;br&gt;
+through an international cooperative effort will digital&lt;br&gt;
+(1998) âExtracting text from PostScriptâ&lt;br&gt;
+library software become sufficiently comprehensive to&lt;br&gt;
+&lt;i&gt;SoftwareâPractice and Experience&lt;/i&gt;, Vol. 28, No. 5, pp.&lt;br&gt;
+meet the worldâs needs with the richness and flexibility&lt;br&gt;
+481â491; April.&lt;br&gt;
+that users deserve.&lt;br&gt;
+9.  UNESCO (1999) &lt;i&gt;SAHEL point DOC: Anthologie du&lt;/i&gt;&lt;br&gt;
+&lt;b&gt;ACKNOWLEDGMENTS&lt;/b&gt;&lt;br&gt;
+&lt;i&gt;dÃ©veloppement au Sahel&lt;/i&gt;. CD-ROM produced by&lt;br&gt;UNESCO, Paris, France.&lt;br&gt;
+We gratefully acknowledge all those who have worked on&lt;br&gt;the Greenstone software, and all members of the New&lt;br&gt;
+10. UNU (1998) &lt;i&gt;Collection on critical global issues.&lt;/i&gt; CD-&lt;br&gt;
+Zealand Digital Library project for their enthusiasm and&lt;br&gt;
+ROM produced by the United Nations University&lt;br&gt;
+ideas.&lt;br&gt;
+Press, Tokyo, Japan.&lt;br&gt;
+11. Witten, I.H., Moffat, A. and Bell, T. (1999) &lt;i&gt;Managing&lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Gigabytes: compressing and indexing documents and&lt;br&gt;images&lt;/i&gt;, Morgan Kaufmann, second edition.&lt;br&gt;
+&lt;hr&gt;
+
+
+</Content>
+</Section>
+</Archive>
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/HASHd1f7.dir/doc.xml
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+    <Metadata name="gsdldoctype">indexed_doc</Metadata>
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+    <Metadata name="Title">Authorship patterns in Information Systems</Metadata>
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+    <Metadata name="ex.dc.Contributor">Sally Jo Cunningham</Metadata>
+    <Metadata name="ex.dc.Contributor">Stuart M. Dillon</Metadata>
+    <Metadata name="ex.dc.Date^accessioned">2005-01-10T02:49:40Z</Metadata>
+    <Metadata name="ex.dc.Date^available">2005-01-10T02:49:40Z</Metadata>
+    <Metadata name="ex.dc.Date^issued">2005-01-10T02:49:40Z</Metadata>
+    <Metadata name="ex.dc.Language^iso">en</Metadata>
+    <Metadata name="ex.dc.Title">Authorship Patterns in Information Systems</Metadata>
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+  <Content>&lt;b&gt;Authorship patterns in  Information
+Systems&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+Sally Jo Cunningham and Stuart M. Dillon&lt;p&gt;
+Department of Computer Science&lt;p&gt;
+University of Waikato&lt;p&gt;
+Hamilton, New Zealand&lt;p&gt;
+email:  sallyjo@waikato.ac.nz&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;Abstract:&lt;/b&gt; This paper examines the patterns of multiple authorship in
+five information systems journals. Specifically, we determine the distribution
+of the number of authors per paper in this field, the proportion of male and
+female authors,  gender composition of research teams, and the incidence of
+collaborative relationships spanning institutional affiliations and across
+different geographic regions.&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;1.  Introduction&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+In his seminal work &lt;i&gt;Little Science, Big Science&lt;/i&gt; [16], Derek J. De Solla
+Price drew attention to the 20th century trend of increasing team work in
+scientific research and co-authorship in publicationÂmaking a
+tongue-in-cheek prediction that &quot;by 1980 the single author paper will be
+extinct&quot;, and that scientific collaboration would continue to increase so that
+scholarly publications would &quot;move steadily toward an infinity of authors per
+paper&quot; (p. 89). &lt;p&gt;
+&lt;p&gt;
+Since 1963, Price's conjectures have been measured and, to a large extent,
+verified, for a number of domains in the social sciences, arts, and physical
+sciences.  Characteristics of collaboration in research have been examined in a
+number of ways:  for example,  through bibliographic analysis of readily
+quantifiable variables such as the rate of co-authorship and mean number of
+co-authors per document (for an overview of this type of research, see [10]);
+through studies of the social organizations that support collaboration in
+particular and research in general (such as the ground-breaking work of Crane
+[6]); and by ethnographic descriptions of the patterns of behavior employed by
+researchers in finding collaborators, organizing the research tasks, and
+composing the written documentation of the work (for example, the examination
+of the philosophy research process presented in [19]).&lt;p&gt;
+&lt;p&gt;
+This paper examines authorship patterns in the field of Information Systems
+(IS).  IS is a relatively young discipline, an interdisciplinary field at the
+conjunction of computer science, management, and the social sciences.  It
+concerns itself primarily managerial, and &quot;people&quot; issues that support
+information management (primarily in an organizational context), and to a
+lesser extent with hardware and software issues. Perhaps because it is an
+emerging, interdisciplinary field, IS has been the focus of few
+bibliometric/scientometric studies. The present work uses bibliometric
+techniques to examine the extent of collaborative authorship in the field, the
+geographic distribution of co-authors, and gender patterns in publication and
+collaboration.&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;2.  Methodology&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+The journals and time periods examined for this study are listed in Table 1.
+Journal articles, rather than books or technical reports, were chosen for
+analysis because the journal is the primary source of information in IS, making
+up the bulk of documents cited [7]. Five journals were selected for study,
+based on the criteria that they well known internationally, cover a relatively
+broad set of topics in the IS field,  have author information available, and
+are published in the English language. It should be noted, however, that the
+journals selected tend to the management end of IS.&lt;p&gt;
+&lt;p&gt;
+
+
+&lt;pre&gt;
+Journal title                              abbreviation      years         
+Journal of Systems Management              JSM               1989-1995     
+Information Systems Research               ISR               1990-1995     
+Strategic Information Systems              SIS               1991-1995     
+Management Information Systems Quarterly   MISQ              1989-1995     
+Decision Support Systems                   DSS               1989-1995     
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 1. Journals analyzed in this study&lt;p&gt;
+&lt;p&gt;
+The following definitions and guidelines were used in gathering data from the
+five journals:&lt;p&gt;
+&lt;p&gt;
+Â·author:  All individuals identified as authors in the heading of the
+paper were included, and counted equally.  Some journal volumes apparently
+enforced an alphabetic name ordering on authors, while other journalsÂor
+even other volumes of the same journalÂdid not; for this reason we did not
+attempt to record the rank orderings of authors. Only personal (rather than
+corporate) authors were included in this study.&lt;p&gt;
+&lt;p&gt;
+Â·article:  All refereed papers from each issue of each journal were
+considered for inclusion in the study. All other articles (book reviews,
+editorials, letters to the editor, reports of conferences, etc.) were excluded.
+While all refereed articles were included in the examination of co-authorship
+rates, some of these papers were omitted from the remainder of the study
+because the gender and/or the affiliation of one or more authors could not be
+determined.&lt;p&gt;
+&lt;p&gt;
+Â·gender:  Where possible, the gender of an author was determined from
+the author's biography or picture.  If this information was not available or
+was inconclusive, the gender was inferred from the author's personal name(s).
+If any doubt remained for any co-author of an article (that is, if the author
+was listed only by initials or had an ambiguous personal name), then that
+article was omitted from the study of author gender.&lt;p&gt;
+&lt;p&gt;
+Â·institution:  For co-authored articles, we noted whether or not all
+authors were affiliated with the same institution (generally a university or
+company).  A single institution could have more than one physical location.&lt;p&gt;
+&lt;p&gt;
+Â·geographic area:  Co-authored articles were examined to determine
+whether all authors' institutions are from the same geographic region. This
+somewhat subjective category was defined as follows:  for highly populated and
+physically large countries such as the United States, authors were considered
+to be from the same region if their institution were located in the same or
+adjacent states; for lightly populated or physically compact countries (such as
+New Zealand or the Netherlands, respectively), the entire country was
+considered to be a single geographic region.&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;3.  Results&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+This section discusses the amount of collaboration in publishing, the
+geographic/institutional spread of co-author affiliation, and the gender of
+authors in the IS literature.&lt;p&gt;
+&lt;p&gt;
+&lt;i&gt;degree of collaborative authorship&lt;/i&gt;&lt;p&gt;
+&lt;i&gt;&lt;/i&gt;&lt;p&gt;
+Tables 2Â4 summarize authorship collaboration in IS. Approximately 38% of
+the articles have a single author; the majority of he papers are co-authored,
+with two or three authors (Table 2). The maximum number of authors for a single
+paper was six, found in a vanishingly small minority of the articles (less than
+0.5%).  Viewed strictly in terms of the percentage of co-authored papers (Table
+3), it is readily apparent that co-authorship is the norm for all journals,
+over the entire period of study.  The journal with the smallest degree of
+co-authorship, the &lt;i&gt;Journal of Systems Management&lt;/i&gt; (JSM), saw its
+percentage of collaboratively written articles rise from approximately
+one-third to one-half; the remainder of the journals have a co-authorship rate
+ranging from 40% to 100%. The percentage of co-authored papers has risen
+slightly between 1989 and 1995 in four of the five journalsÂperhaps
+reflecting the trend to increased co-authorship reported in other fields, as
+the subjects matured  [3].&lt;p&gt;
+&lt;p&gt;
+
+
+&lt;pre&gt;
+number of        number of          percentage     
+authors          articles                          
+1                368                37.74%         
+2                391                40.10%         
+3                171                17.54%         
+4                37                 3.80%          
+5                4                  0.41%          
+6                4                  0.41%          
+Total            975                100.00%        
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 2.  Distribution of number of co-authors per paper&lt;p&gt;
+
+
+&lt;pre&gt;
+            JSM         ISR         SIS         MISQ        DSS         average     
+1989        36%                                 68%         73%         59%         
+1990        29%         75%                     68%         57%         57%         
+1991        39%         92%         60%         77%         71%         68%         
+1992        41%         100%        40%         81%         68%         66%         
+1993        48%         92%         63%         89%         70%         72%         
+1994        46%         90%         67%         82%         70%         71%         
+1995        54%         87%         58%         87%         79%         75%         
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 3. Percentage of co-authored articles&lt;p&gt;
+&lt;p&gt;
+
+
+&lt;pre&gt;
+          Mean      Variance    Std dev    std error   Number of        
+                                                       articles         
+JSM       1.50      .466        .682       .039        308              
+ISR       2.175     .604        .777       .079        97               
+SIS       1.739     .655        .809       .086        88               
+MISQ      2.251     .954        .977       .075        171              
+DSS       2.071     .866        .931       .053        311              
+Total     1.903     .799        .894       .029        975              
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 4a.  Mean number of co-authors per paper&lt;p&gt;
+&lt;p&gt;
+&lt;IMG SRC=&quot;_httpdocimg_/21.gif&quot;&gt;&lt;p&gt;
+Table 4b. T-test of mean number of co-authors&lt;p&gt;
+&lt;p&gt;
+The mean number of authors per article ranged from 1.5 (for the Journal of
+Systems Management) to 2.175 (for Information Systems Research), with an
+overall mean of 1.903 (Table 4a). As was noted when considering the
+distribution of numbers of co-authors in Table 2, while collaboration is the
+norm, the size of the research team in IS is relatively small.  Differences in
+mean between the journals was generally not statisticaly significant, with the
+exception of ISR/DSS and ISR/MISQ (Table 4b).&lt;p&gt;
+&lt;p&gt;
+&lt;i&gt;institutional affiliation and geographic region&lt;/i&gt;&lt;p&gt;
+&lt;i&gt;&lt;/i&gt;&lt;p&gt;
+Table 5 presents the institutional and geographical commonalities found amongst
+co-authors. As noted in Section 2, at this point we use a subset of the
+articles examined in this study:  those papers for which we could identify the
+institutional affiliation and gender of all authors. For nearly half of the
+co-authored articles of this subsetÂ46%Âall authors for an article
+are either affiliated with the same institution &lt;i&gt;or&lt;/i&gt; are resident in the
+same geographic region. Just over half of the multiply authored papers, then,
+involve a collaboration across significant distances.  For nearly one-third
+(32%) of the co-authored papers, all authors are affiliated with the same
+institutionÂagain, indicating a significant degree of collaboration across
+institutional boundaries.  The collaborative relationships of working groups
+are thus surprisingly dispersed, suggesting that IS is a field with a healthy
+&quot;invisible college&quot;.   &lt;p&gt;
+
+
+&lt;pre&gt;
+                       JSM       ISR       SIS       MISQ      DSS       average     
+                       1989-     1990-     1991-     1989-     1989-                 
+                       1994      1994      1994      1994      1994                  
+Co-authored articles     147       71 80     35 62     128       133       514 861   
+occurrences out of     364 40%   89%       56%       166 77%   189 70%   60%         
+percentage                                                                           
+co-authors from same       95        15        20        48        61        239     
+institution OR same    147 65%   71 21%    35 58%    128 38%   133 46%   514 46%     
+geographical area                                                                    
+occurrences out of                                                                   
+percentage                                                                           
+co-authors from same       34        1         5         11        23        74      
+area,  different       147 23%   71 1%     35 14%    128 9%    133 17%   514 14%     
+institutions                                                                         
+occurrences out of                                                                   
+percentage                                                                           
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 5. Percentage of co-authors from the same institution or geographical
+area&lt;p&gt;
+&lt;p&gt;
+&lt;i&gt;gender of authors&lt;/i&gt;&lt;p&gt;
+&lt;i&gt;&lt;/i&gt;&lt;p&gt;
+Gender was recorded for &lt;i&gt;all&lt;/i&gt; authors for whom it was explicitly stated or
+could be inferred; this could be determined for 861 papers, with 1021 authors.
+As no attempt was made to maintain a list of names, it is unknown how many
+unique individuals are represented in that total.  Approximately four-fifths of
+the authors were male (Table 6), with male authors being in the majority for
+each journal. &lt;p&gt;
+&lt;p&gt;
+
+
+&lt;pre&gt;
+Gender      Number       Percentage      
+male        804          78.7%           
+female      217          21.3%           
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 6. Gender of authors&lt;p&gt;
+&lt;p&gt;
+The preponderance of male authors appears to mirror the under-representation of
+women in the Management/IS disciplines of academia, in which opportunities for
+publication and research are more likely than in commercial enterprises ([12],
+[21]).  IS departments are generally located within the business or management
+faculty in universities, where women tend to be over-represented as
+instructors, lecturers, contract researchers, and other untenured staff
+positions.  In the mid-eighties in the US, for example, women held 52% of the
+instructor and lower teaching positions and 36% of the assistant professorships
+in business schools, but accounted for only 6% of the full  [2].  These lower
+level positions provide fewer opportunities for research funding, and generally
+involve a higher teaching load (with proportionally less time for research).&lt;p&gt;
+&lt;p&gt;
+Next, we examine the question of whether or not males and female have the same
+patterns of collaboration and co-authorship (Table 7). The percentage of male
+authors who published a single-authored paper is 37.31% ([343 male single
+authors] / [804 male authors]); the percentage of female authors who published
+solo is 18.89% ([41 single author females] / [217 female authors]).  The
+percentage of male authors involved in male-only co-authored papers is 42.66%
+([343 / 804]), while the percentage of female authors who published in
+female-only groups is 6.91% (15/217). Clearly, then, a female author is more
+likely to co-publish than a male author, and more likely to publish in mixed
+gender research teams.&lt;p&gt;
+
+
+&lt;pre&gt;
+              single       multiple      single       multiple        multiple          
+              male author  authors,      female       authors,        authors, male     
+                           male only     author       female only     and female        
+number        300          343           41           15              161               
+percentage    34.9%        39.9%         4.8%         1.7%            18.7%             
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 7.  Gender composition of publishing teams&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;4.  Conclusions&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+The high proportion of multiply-authored papers is characteristic of the
+physical and life sciences rather than the social sciences. In the &quot;hard&quot;
+sciences the percentage of co-authored articles is reported to range from
+two-thirds and up ([5], [13]), with nearly universal co-authorship in fields
+for which research is based on complex, expensive instruments/equipment ([14],
+as reported in [9]).  By way of contrast, the proportion of single-authored
+papers is much higher in the humanities and social sciences: in philosophy, for
+example, collaboration is so unusual that some researchers find it difficult to
+imagine how a joint project could be produced [19]. Even in these disciplines,
+however, sub-fields may vary in their degree of collaboration, often reflecting
+equipment or team needs outside the norm for that discipline (for example,
+biophysical and archaeological anthropology show higher degrees of
+collaboration than sociocultural and linguistic anthropology [4]).  IS, then,
+seems to fit more into the multiply-authored norm of the physical or
+experimental sciences than the humanities/social sciences.&lt;p&gt;
+&lt;p&gt;
+This point is slightly muddied, however, when comparing the mean number of
+authors in IS with the mean of other fields (Table 8).  IS articles tend to
+have a smaller average number of co-authors than the &quot;hard&quot; sciences, even
+though the rate of co-authorship is high. Two hypotheses present themselves:
+that the experimental team needed to support IS research is smaller than the
+team size necessary for managing the instruments for the physical sciences;
+and/or that the support personnel for IS research may not be acknowledged with
+authorship, as seems to be the case in some of the sciences.&lt;p&gt;
+&lt;p&gt;
+
+
+&lt;pre&gt;
+Discipline             authors/paper      year(s) of study    Reference       
+Library science        1.17               1989-90             [17]            
+Counseling             1.45               1971-1982           [8]             
+Anthropology           1.79               1983                [4]             
+Applied, physical,     2.13               1978-1980           [20]            
+analytical chemistry                                                          
+Chemical engineering   2.13                                   [22]            
+Biomedicine (basic     2.21               1961-1978           [18]            
+life sciences)                                                                
+Biomedicine            2.25               1961-1978           [18]            
+(preclinical basic                                                            
+research)                                                                     
+Biochemistry           2.41               1978-1980           [20]            
+Biomedicine            2.71               1961-1978           [18]            
+(clinical research)                                                           
+Biochemistry           2.72                                   [22]            
+Chemistry              2.82               1974-1975           [11]            
+Schistosomiasis        2.92               1972-1986           [15]            
+Political Science      3.54               1974-1975           [11]            
+Biology                3.97               1974-1975           [11]            
+Psychology             4.58               1974-1975           [11]            
+Astronomy &amp;amp;            7.4                1974                [1]             
+astrophysics                                                                  
+
+&lt;/pre&gt;
+&lt;p&gt;
+Table 8.  Average number of authors for a variety of fields&lt;p&gt;
+&lt;p&gt;
+The degree of collaboration in IS that crosses institutional and geographic
+boundaries is significant, and warrants further attentionÂin particular,
+to investigate the communication techniques that support co-authorship.
+Traditionally, collaboration occurs through face-to-face meetings, telephone,
+and postal correspondence; it is likely that email and other Internet-based
+communication modes also see significant use, given the naturally high degree
+of computer literacy in this field.&lt;p&gt;
+&lt;p&gt;
+&lt;b&gt;References&lt;/b&gt;&lt;p&gt;
+&lt;b&gt;&lt;/b&gt;&lt;p&gt;
+[1]Abt, H. A. (1984) &quot;Citations to single and multiauthored papers&lt;i&gt;,&quot;
+Publications of the Astronomical Society of the Pacific&lt;/i&gt; 96, 746-749.&lt;p&gt;
+&lt;p&gt;
+[2]Aisenberg, N., and Harrington, M.  (1988) &lt;i&gt;Women of Academe&lt;/i&gt;,
+University of Massachusetts Press.&lt;p&gt;
+&lt;p&gt;
+[3]Beaver, D. de B., and Rosen, R. (1979) &quot;Studies in scientific collaboration
+Part III:  Professionalization and the natural history of modern scientific
+co-authorship,&quot; &lt;i&gt;Scientometrics &lt;/i&gt;1(3), 231-245.&lt;p&gt;
+&lt;p&gt;
+[4]Choi, J.M. (1988) &quot;An analysis of authorship in anthropology journals, 1963
+&amp;amp; 1983&lt;i&gt;,&quot; Behavioral &amp;amp; Social Sciences Librarian&lt;/i&gt; 6(3/4), 85-94.&lt;p&gt;
+&lt;p&gt;
+[5]Clarke, B.L. (1964) &quot;Multiple authorship trends in scientific papers,'
+&lt;i&gt;Science&lt;/i&gt; 143, 882-884.&lt;p&gt;
+&lt;p&gt;
+[6]Crane, D. (1972) &lt;i&gt;Invisible colleges:  Diffusion of Knowledge in
+Scientific communities&lt;/i&gt;,  University of Chicago Press.&lt;p&gt;
+&lt;p&gt;
+[7]Cunningham, S.J. (1996) &quot;An empirical investigation of the obsolescence
+rate for information systems literature.&quot;   &lt;i&gt;Working Paper Series 95/16&lt;/i&gt;,
+Dept. of Computer Science, University of Waikato, Hamilton, New Zealand. To
+appear in &lt;i&gt;Library and Information Science Research&lt;/i&gt;..&lt;p&gt;
+&lt;p&gt;
+[8]Gladding, S. (1984) &quot;Multiple authorship in the &lt;i&gt;Personnel and Guidance
+Journal&lt;/i&gt;:  a 12-year study), &lt;i&gt;Personnel and Guidance Journal&lt;/i&gt;, June,
+628-630.&lt;p&gt;
+&lt;p&gt;
+[9]Gordon, M.D. (1979) &quot;A critical reassessment of inferred relations between
+multiple authorship, scientific collaboration, the production of papers and
+their acceptance for publication,&quot; &lt;i&gt;Scientometrics&lt;/i&gt; 2(3), 193-201.&lt;p&gt;
+&lt;p&gt;
+[10]Harsanyi, M.A. (1993) &quot;Multiple authors, multiple
+problemsÂBibliometrics and the study of scholarly collaboration:  a
+literature review,&quot; &lt;i&gt;LISR&lt;/i&gt; 15, 325-354.&lt;p&gt;
+&lt;p&gt;
+[11]Heffner, A.G. (1981) &quot;Funded research, multiple authorship and
+subauthorship collaboration in four disciplines,&quot; &lt;i&gt;Scientometrics&lt;/i&gt; 3,
+231-.&lt;p&gt;
+&lt;p&gt;
+[12]McKeen, C.A., and Bujaki, M.L. (1994) &quot;Taking women into account&quot;,  &lt;i&gt;CA
+Magazine, 127&lt;/i&gt; &lt;i&gt;(2)&lt;/i&gt;, pp. 29-35.&lt;p&gt;
+&lt;p&gt;
+[13]Meadows, A.J. (1974)  &lt;i&gt;Communication in Science&lt;/i&gt;. London:
+Butterworths.&lt;p&gt;
+&lt;p&gt;
+[14]Meadows, A.J., and O'Connor, J.G. (1971) &quot;A survey in depth of a selected
+information field (astronomy and astrophysics). Astronomy Department,
+University of Leicester.&lt;p&gt;
+&lt;p&gt;
+[15]Pao, M.L. (1992) &quot;Global and local collaborators:  a study of scientific
+collaboration,&quot; &lt;i&gt;Information Processing &amp;amp; Management&lt;/i&gt; 28(1), 99-109.&lt;p&gt;
+&lt;p&gt;
+[16]Price, Derek J. de Solla. (1963) &lt;i&gt;Little science, big science&lt;/i&gt;.  New
+York:  Columbia University Press.&lt;p&gt;
+&lt;p&gt;
+[17]Raptis, P. (1992) &quot;Authorship characteristics in five international
+library science journals,&quot; &lt;i&gt;Libri &lt;/i&gt;42(1), 35-52.&lt;p&gt;
+&lt;p&gt;
+[18]Satyanarayana, K. and Ratnakar, K.V. (1989) &quot;Authorship patterns in life
+sciences, preclinical basic and clinical research papers,&quot;
+&lt;i&gt;Scientometrics&lt;/i&gt; 17(3-4), 363-371.&lt;p&gt;
+&lt;p&gt;
+[19]Sievert, D., and Sievert, ME.  (1989)  &quot;Philosophical Research:  report
+from the field,&quot; &lt;i&gt;Proceedings of the Humanists at Work symposium&lt;/i&gt; (April,
+Chicago, ILL, USA). Published by the University of Illinois at Chicago.&lt;p&gt;
+&lt;p&gt;
+[20]Stefaniak, B. (1982) &quot;Individual and multiple authorship of papers in
+chemistry and physics,&quot; &lt;i&gt;Scientometrics &lt;/i&gt;4(4), 331-337.&lt;p&gt;
+&lt;p&gt;
+[21]Still, L.V. (1993) &lt;i&gt;Where to from here?  The managerial woman in
+transition&lt;/i&gt;, Business and Professional Publishing.&lt;p&gt;
+&lt;p&gt;
+[22]Subrahmanyam, K., and Stephens, E.M. (1982) &quot;Research collaboration and
+funding in biochemistry and chemical engineering,&quot; &lt;i&gt;International Forum on
+Information and Documentation&lt;/i&gt; 7, 26-.&lt;p&gt;
+</Content>
+</Section>
+</Archive>
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+&lt;A name=1&gt;&lt;/a&gt;&lt;b&gt;Information Seeking, Retrieving, Reading, and Storing Behaviour of &lt;/b&gt;&lt;br&gt;
+&lt;b&gt;Library-Users. &lt;/b&gt;&lt;br&gt;
+ &lt;br&gt; &lt;br&gt;
+Kristine Turner &lt;br&gt;
+email:  kristine@clear.net.nz &lt;br&gt;
+ &lt;br&gt; &lt;br&gt;&lt;b&gt;Abstract &lt;br&gt;&lt;/b&gt; &lt;br&gt;In the interest of digital libraries, it is advisable that designers be aware of the &lt;br&gt;potential behaviour of the users of such a system.  There are two distinct parts under &lt;br&gt;investigation, the interaction between traditional libraries involving the seeking and &lt;br&gt;retrieval of relevant material, and the reading and storage behaviours ensuing.  &lt;br&gt;Through this analysis, the findings could be incorporated into digital library facilities.  &lt;br&gt;There has been copious amounts of research on information seeking leading to the &lt;br&gt;development of behavioural models to describe the process.  Often research on the &lt;br&gt;information seeking practices of individuals is based on the task and field of study.  &lt;br&gt;The information seeking model, presented by Ellis &lt;i&gt;et al.&lt;/i&gt; (1993), characterises the &lt;br&gt;format of this study where it is used to compare various research on the information &lt;br&gt;seeking practices of groups of people (from academics to professionals).  It is found &lt;br&gt;that, although researchers do make use of library facilities, they tend to rely heavily &lt;br&gt;on their own collections and primarily use the library as a source for previously &lt;br&gt;identified information, browsing and interloan.  It was found that there are significant &lt;br&gt;differences in user behaviour between the groups analysed.  When looking at the &lt;br&gt;reading and storage of material it was hard to draw conclusions, due to the lack of &lt;br&gt;substantial research and information on the topic.  However, through the use of &lt;br&gt;reading strategies, a general idea on how readers behave can be developed.  Designers &lt;br&gt;of digital libraries can benefit from the guidelines presented here to better understand &lt;br&gt;their audience. &lt;br&gt; &lt;br&gt;&lt;b&gt;Introduction &lt;br&gt;&lt;/b&gt; &lt;br&gt;âThe migration of information from paper to electronic media promises to change the &lt;br&gt;whole nature of researchâ (Witten &lt;i&gt;et al.&lt;/i&gt; 1995).  Through the advent of office &lt;br&gt;computers and the transformation of media, the popularity and usage of digital &lt;br&gt;libraries has increased.  Researchers can benefit from the search, retrieval, reading &lt;br&gt;and storage facilities available to them from the comfort and convenience of their own &lt;br&gt;chair.  An important issue in this day of human-computer interaction is that not only &lt;br&gt;the information needs of these researchers are meet, but user requirements also. &lt;br&gt; &lt;br&gt;To cater for researchers, it is in the interest of digital library designers to investigate &lt;br&gt;and understand user behaviour.  Ignorance in understanding how human behaviours &lt;br&gt;influence digital libraries can lead to a potential risk of design inadequacies.  A &lt;br&gt;consequence is that digital libraries may not satisfy the requirements of users.  To &lt;br&gt;rectify this problem, an investigation and summary of the main research surrounding &lt;br&gt;user behaviour of traditional libraries is presented here.  By studying the user &lt;br&gt;behaviour in traditional libraries and how they seek, retrieve, read and store selected &lt;br&gt;materials, one can begin to understand how these attributes can be used to enhance the &lt;br&gt;search and delivery facilities of a digital library.   &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=2&gt;&lt;/a&gt; &lt;br&gt;There are specifically two components that are addressed which are distinct in nature &lt;br&gt;and shed light on the behaviour of library users:  library-user interaction, and &lt;br&gt;information use and storage.  Library-user behaviour covers the information seeking &lt;br&gt;process â from acknowledging a need of specific information to the delivery of the &lt;br&gt;relevant material required to resolve the need.  This paper looks at this process and the &lt;br&gt;activities involved in relation to traditional libraries.  When looking into the usage and &lt;br&gt;storage of information, the reading behaviours involved in extracting information &lt;br&gt;from retrieved material was investigated.  This focussed primarily on conventional &lt;br&gt;reading environments and methods, and document presentation and storage.  The goal &lt;br&gt;is to begin to understand how researchers find and use information based on the &lt;br&gt;findings of previous studies. &lt;br&gt; &lt;br&gt;&lt;b&gt;Library-User Interaction &lt;br&gt;&lt;/b&gt; &lt;br&gt;&lt;i&gt;Information Seeking and Retrieval &lt;br&gt;&lt;/i&gt;Different search techniques are undertaken by library users to search and locate &lt;br&gt;relevant information.  To understand how users of libraries search and locate relevant &lt;br&gt;documents we need to understand the search techniques and what resources and &lt;br&gt;sources of information they generally use. &lt;br&gt; &lt;br&gt;There are many ways of looking at the information seeking process.  Of the research &lt;br&gt;viewed, each one had its own ideals and factors that shed new light on the activities &lt;br&gt;conducted.  Ford (1973) offers a conceptual model for researching information needs &lt;br&gt;and uses on the basis of information communication.  The model has six components &lt;br&gt;â sources or originators, methods or activities, messages, channels or media, &lt;br&gt;recipients, and information.  It is presented as: &lt;br&gt; &lt;br&gt; (SOURCE)  (METHOD) &lt;br&gt;
+(MESSAGES) &lt;br&gt;
+âThe source / writes or speaks / ideas, research results, etc. / which are trans- &lt;br&gt;
+   (CHANNEL)  (RECIPIENT) (METHOD) &lt;br&gt;mitted by / journal, meeting, etc, etc. / to the recipient, who reads or hears /  &lt;br&gt;the message and is thus informed.  At this point the message is converted  &lt;br&gt;into INFORMATIONâ (Ford 1973, p. 85). &lt;br&gt; &lt;br&gt;This view of information flow can aid in researching information seeking and &lt;br&gt;retrieval practices by providing a basis to analyse interactions. &lt;br&gt; &lt;br&gt;In contrast, Kuhlthau (1993) offers an uncertainty principle as a framework for &lt;br&gt;understanding how individuals conduct information seeking.  The article looks at the &lt;br&gt;feelings, thoughts and actions associated with information seeking as a person &lt;br&gt;âmove[s] from ambiguity to specificity, or ... uncertainty to understandingâ (Kuhlthau &lt;br&gt;1993, p. 340), and argues that information seeking cannot be based on certainty and &lt;br&gt;order as these are variables which fluctuate and need to be considered.  The &lt;br&gt;information seeking tasks identified by Kuhlthau (1993) are:  initiation, an awareness &lt;br&gt;of an information need; selection, the identification or selection of an approach or &lt;br&gt;subject to explore; exploration, the investigation of information to gain understanding; &lt;br&gt;formulation, where the person gains a perspective or point of view on the problem; &lt;br&gt;collection, the gathering of the relevant information; and presentation, to fulfil the &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=3&gt;&lt;/a&gt;information need and  conclude the search.  Through these stages of information &lt;br&gt;seeking, the individual is subject to feelings of uncertainty, optimism, confusion, &lt;br&gt;frustration, doubt, clarity, sense of direction, confidence, and satisfaction or &lt;br&gt;disappointment.  Actions move from exploration to the documentation stage; thoughts &lt;br&gt;move from being vague in the earlier stages to being focussed as interest increases &lt;br&gt;(Kuhlthau 1993, p. 343, figure 1). &lt;br&gt; &lt;br&gt;Often research on information seeking practices is characterised by an individualâs &lt;br&gt;task or problem (Mick &lt;i&gt;et al.&lt;/i&gt; 1980; Belkin &lt;i&gt;et al.&lt;/i&gt; 1982; Ingwersen 1992 found in &lt;br&gt;Bystrom and Jarvelin 1995).  These studies investigate the relationship between a &lt;br&gt;personâs task (for example, in sciences, social sciences, humanities) and their &lt;br&gt;information seeking behaviour.  Bystrom and Jarvelin (1995) acknowledges that &lt;br&gt;peopleâs information seeking depends on their task and it looks at how task &lt;br&gt;complexity can be used to model information needs, seeking, channels and sources.  &lt;br&gt;However, other research shows that task alone may not be specific enough to analyse &lt;br&gt;the behaviour of information seekers and users.  They argue that other factors other &lt;br&gt;then tasks may contribute to information seeking behaviours (Kuhlthau 1993). &lt;br&gt; &lt;br&gt;Those papers that characterise information seeking practices based on tasks, surveyed &lt;br&gt;scholars and professionals in particular fields to determine similarities and &lt;br&gt;generalisations within and between these groups of people.  These determine an &lt;br&gt;overall way in which certain groups of people search for information and their needs &lt;br&gt;and uses of it. Studies reviewed looked at the scientific community (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993; &lt;br&gt;Hallmark 1994; Seggern 1995), computer sciences (Cunningham and Connaway), &lt;br&gt;social sciences (Folster 1995), humanities (Broadbent 1986; Wiberley and Jones &lt;br&gt;1989), and professionals (Leckie &lt;i&gt;et al.&lt;/i&gt; 1996).  There are other more specific studies, &lt;br&gt;such as anthropology (Hartmann 1995), philosophy (Sievert and Sievert 1989), and &lt;br&gt;engineering (Pinelli 1991; Holland and Powell 1995).  This classification of people &lt;br&gt;means that in general it is easy to determine the type of behaviour expected from an &lt;br&gt;individual based on their task or field of interest. &lt;br&gt; &lt;br&gt;This paper makes utilises these communities of people to describe information &lt;br&gt;seeking and retrieval activities.  However, it has to be noted that, although &lt;br&gt;categorising provides good generalisations of information seeking behaviour there are &lt;br&gt;often conflicts.  This is demonstrated in the study by Pinelli (1991), where the &lt;br&gt;information seeking practices of scientists and engineers are compared.  In the past &lt;br&gt;these two groups of people have been studied synonymously.  It has now been &lt;br&gt;determined that the differences in their behaviour is quite distinct.  For instance, &lt;br&gt;engineers make more use of unpublished technical material than their academic &lt;br&gt;counterparts.  This shows that even with similar or related communities, there may be &lt;br&gt;considerable differences in information seeking behaviour (Pinelli 1991). &lt;br&gt; &lt;br&gt;Research generally agrees on how people go about searching for information.  Ellis &lt;i&gt;et &lt;br&gt;al.&lt;/i&gt; (1993) discusses interviews conducted on information and diffusion activities, &lt;br&gt;focussing specifically on the information seeking habits of physicists and chemists.  It &lt;br&gt;offers characteristics of the information gathering activities for these scientists, in &lt;br&gt;comparison to social scientists, and presents a behaviour model.  While these &lt;br&gt;activities are associated with a particular group of people, they can be generalised to &lt;br&gt;encompass scholars, researchers and professionals.  Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) realises that &lt;br&gt;information seeking behaviour is comparable and is very similar in different fields, &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=4&gt;&lt;/a&gt;the difference generally comes in the emphasis.  There are six main activities &lt;br&gt;identified by Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) â starting, chaining, browsing, differentiating, &lt;br&gt;monitoring and extracting. &lt;br&gt; &lt;br&gt;&lt;i&gt;Starting&lt;/i&gt; &lt;br&gt;In the starting stage of the information seeking process the researcher is beginning a &lt;br&gt;new or unfamiliar project.  This initial familiarisation involves â... activities &lt;br&gt;characteristic of the initial search for informationâ (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993, p. 359) and &lt;br&gt;includes obtaining starting references and information.  The idea is to identify the &lt;br&gt;topic and begin a search for relevant information.  In starting a research project there &lt;br&gt;are many informal and formal resources one could use.  Informal resources can &lt;br&gt;include personal contacts or colleagues, browsing through catalogue systems or the &lt;br&gt;Internet.  Formal resources are such things as printed indexes, formal bibliographies, &lt;br&gt;research guides, and abstracts.  &lt;br&gt; &lt;br&gt;In the field of Science, the most common way of gaining the initial information &lt;br&gt;needed to begin a project is through personal contacts (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993; Hallmark &lt;br&gt;1994; Seggern 1995).  Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) explains that is because there are usually &lt;br&gt;contactable fellow scientists who are familiar with information regarding this new &lt;br&gt;topic, or for those scientists who are doing PhD research, the initial references are &lt;br&gt;usually provided by their supervisors.  Another source of starting information for &lt;br&gt;scientists comes from keeping up to date with reviews, prominent authors and articles &lt;br&gt;in fields of interest and knowing where to locate these introductory references (Ellis &lt;i&gt;et &lt;br&gt;al.&lt;/i&gt; 1993; Hallmark 1994).  Computer scientists also rely heavily on the above &lt;br&gt;informal sources and less on the formal sources.  However, computer scientists also &lt;br&gt;include the use of the Internet to view authorsâ sites and the World Wide Web (in &lt;br&gt;conjunction with search engines) to locate initial information (Cunningham and &lt;br&gt;Connaway).  In the same flavour, social scientists also rely on personal contacts (Ellis &lt;br&gt;&lt;i&gt;et al.&lt;/i&gt; 1993).  However, social scientists also use such formal sources as abstracts and &lt;br&gt;indexes, bibliographies, catalogues and book reviews (Folster 1995; Hartmann 1995).  &lt;br&gt;In contrast to scientists, people in the field of humanities tend to use formal resources &lt;br&gt;more.  They mainly use printed primary sources, abstracting and indexing sources, &lt;br&gt;catalogues, research guides, and formal bibliographies (Broadbent 1986; Sievert and &lt;br&gt;Sievert 1989; Wiberley and Jones 1989).  Non-academic professionals, on the other &lt;br&gt;hand, have a different outlook on the initial resources used.  They generally use &lt;br&gt;informal sources, including colleagues, trade publications and unpublished reports &lt;br&gt;(Pinelli 1991; Holland and Powell 1995; Leckie &lt;i&gt;et al.&lt;/i&gt; 1996).  Leckie &lt;i&gt;et al.&lt;/i&gt; (1996) &lt;br&gt;notes that professionals rely more heavily on their personal files, knowledge and &lt;br&gt;experience.  âShuchman (1981) reports that engineers first consult their personal store &lt;br&gt;of technical information, followed in order by informal discussions with colleagues, &lt;br&gt;discussions with supervisors, use of internal technical reports, and contact with a &lt;br&gt;âkeyâ person in the organization who usually knows where the needed information &lt;br&gt;may be locatedâ (Pinelli 1991, p. 19). &lt;br&gt; &lt;br&gt;Nearly all researchers use personal contacts or colleagues for initial information &lt;br&gt;sources, but there is a noticeable difference in the use of formal resources between &lt;br&gt;fields of study.  There are two principle factors which determine the use of particular &lt;br&gt;sources for information:  accessibility and quality (Ford 1973).  Accessibility is based &lt;br&gt;on the perceived cost of attaining the source of information.  For example, it could be &lt;br&gt;based on the distance to travel or the time delay waiting to retrieve the resource.  &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=5&gt;&lt;/a&gt;Accessibility is seen as one of the strongest predictors of use.  Quality âgoverns the &lt;br&gt;acceptability of the information retrievedâ (Ford 1973, p. 88).  Studies note that &lt;br&gt;researchers generally do not rely on libraries for providing the information required in &lt;br&gt;the starting phase of the information gathering process (Folster 1995).  Libraries or &lt;br&gt;librarians are seen as sources for acquiring material previously identified as relevant, &lt;br&gt;rather than as a primary source for identifying relevant information.  They do not play &lt;br&gt;an important part in the initial search process for sources (Folster 1995).  However, &lt;br&gt;academics in humanities read, on average, more than people in other fields of study.  &lt;br&gt;A consequence of this is that they tend to know where to find information required to &lt;br&gt;start a new project, and generally make more use of the library and its facilities &lt;br&gt;(Wiberley and Jones 1989). &lt;br&gt; &lt;br&gt;&lt;i&gt;Chaining&lt;/i&gt; &lt;br&gt;The chaining or chasing stage is â...following chains of citations or other forms of &lt;br&gt;referential connection between materialâ (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993, p. 359).  Chaining involves &lt;br&gt;locating references to further work by using relevant material already retrieved.  Ellis &lt;br&gt;&lt;i&gt;et al.&lt;/i&gt; (1993) categorises chaining as being either forward or backward chaining.  &lt;br&gt;Backward chaining looks at the references within an article to locate other relevant &lt;br&gt;printed articles written in the past.  Forward chaining makes use of citation indexes to &lt;br&gt;find out which articles have cited the relevant article you possess (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993).  &lt;br&gt;Another method of chaining is using catalogue systems to locate work with the same &lt;br&gt;author, subject, topic or classification. &lt;br&gt; &lt;br&gt;Most studies regarding information seeking did not state the way in which &lt;br&gt;information is located once the initial relevant references were found.  However, &lt;br&gt;Hallmark (1994) remarks that most scientists use references from their literature to &lt;br&gt;chain both backwards and forwards.  It is also seen that they make use of the online &lt;br&gt;databases and library facilities.  Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) finds that for scientists and social &lt;br&gt;scientists âBackward chaining [is] ... identified as the principle means employed to &lt;br&gt;chase referencesâ and that forward chaining is less widely used and understood.  Most &lt;br&gt;scientists know about and utilise citation indexes (generally the &lt;i&gt;Science Citation &lt;br&gt;Index&lt;/i&gt;).  This is unlike the social scientists Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) studied who had very &lt;br&gt;little or no knowledge of citation indexes and did not know of the existence of the &lt;br&gt;&lt;i&gt;Social Science Citation Index&lt;/i&gt;.  Social scientists are more likely to use reference lists &lt;br&gt;in books and journals to locate information sources.  They also use CD-ROM and &lt;br&gt;online databases (Hartmann 1995).  Computer scientists use reference lists to initiate &lt;br&gt;trials (Cunningham and Connaway).  They also make use of on-line keyword search &lt;br&gt;techniques.  Individuals in the humanities use bibliographical tracings and subject and &lt;br&gt;publisherâs catalogues (Broadbent 1986; Sievert and Sievert 1989; Wiberley and &lt;br&gt;Jones 1989).  In the research on information seeking behaviour of professionals, &lt;br&gt;Pinelli (1991), Holland and Powell (1995) and Leckie &lt;i&gt;et al.&lt;/i&gt; (1996), did not indicate &lt;br&gt;how people in professional situations locate further information after gaining initial &lt;br&gt;references. &lt;br&gt; &lt;br&gt;The library services used in the chaining stage of information seeking is limited &lt;br&gt;mainly to online bibliographic and catalogue services.  Even then, most of those that &lt;br&gt;acknowledge the use of these facilities prefer, when possible, to use these facilities &lt;br&gt;from the comfort of their own personal computers (Cunningham and Connaway). &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=6&gt;&lt;/a&gt;&lt;i&gt;Browsing &lt;br&gt;&lt;/i&gt;Browsing is a â... planned or unplanned examination of sources, journals, books, or &lt;br&gt;other media in the hope of discovering unspecified new, but useful informationâ &lt;br&gt;(Apted and Choo 1971, p. 228).  It is concerned with searching from where to what &lt;br&gt;rather than from what to where (Chang and Rice 1993).  However, is must be noted &lt;br&gt;that there are two main types of browsing, across-document browsing and within-&lt;br&gt;document browsing (Marchionini 1995).  Across-document browsing is often &lt;br&gt;identified with card catalogue systems or bookshelves and it is when records or books &lt;br&gt;are surveyed to find items to examine more closely.  These items could be on a &lt;br&gt;specific topic or to keep up to date.  Within-document browsing is mainly used during &lt;br&gt;the differentiation stage of the search process to determine if the material retrieved is &lt;br&gt;relevant or to gain an overview (this is explored further below).  Browsing can be &lt;br&gt;seen as either a specific stage in the information seeking process or an activity carried &lt;br&gt;out during phases of the process; for example, during the starting stage one may &lt;br&gt;browse library bookshelves for initial sources of information. &lt;br&gt; &lt;br&gt;Research into different types, the meaning, and evaluation of browsing is discussed by &lt;br&gt;Apted and Choo (1971).  This research also finds that there seems to be a contrast &lt;br&gt;between browsing methods used by people in different disciplines.  Scientists, for &lt;br&gt;example, tend to browse current material and make a deliberate attempt to include this &lt;br&gt;activity in their information seeking behaviour.  It is usually conducted haphazardly &lt;br&gt;and is mainly for maintaining awareness in the current literature.  This point is &lt;br&gt;emphasised by Hallmark (1994) who states that â[m]ost scientists argue that browsing &lt;br&gt;in library and personal journal issues is of critical importance in keeping up with the &lt;br&gt;literatureâ (Hallmark 1994, p. 203-204).  The methods of browsing for scientists &lt;br&gt;include browsing in journals, &lt;i&gt;Current Contents&lt;/i&gt;, abstracts, along shelves in the library &lt;br&gt;or in bookshops, and displays at conferences (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993).  Most computer &lt;br&gt;scientists know the primary journals in their field and browsing them is an activity &lt;br&gt;that is performed regularly.  It is also recognised that computer scientists browse their &lt;br&gt;personal bookshelves and use the Internet when looking for information sources &lt;br&gt;(Cunningham and Connaway).  In contrast, social scientists rank browsing low down &lt;br&gt;in their information seeking tasks, after reference lists, bibliographies, and reviews for &lt;br&gt;use in locating sources of information (Hartmann 1995).  This may be due to the &lt;br&gt;structure of the library for providing a useful browsing environment for social &lt;br&gt;scientists.  â[Browsing] ... is an approach to information seeking that is informal and &lt;br&gt;opportunistic and depends heavily on the information environmentâ (Marchionini &lt;br&gt;1995, p. 100).  Because of the many topic areas studied by social scientists the books &lt;br&gt;and journals used are vast and wide spread through out the library, making it difficult &lt;br&gt;to browse all the relevant publications.  Thus, since the environment is not ideal for a &lt;br&gt;social scientist, browsing can often be unrewarding.  For humanities scholars, as in &lt;br&gt;social sciences, browsing is not ranked highly as an information seeking activity.  &lt;br&gt;Sievert and Sievert (1989) remarks that browsing for humanists is not a regular habit &lt;br&gt;and that âonly a few, a very few had any pattern of browsing anywhereâ (Sievert and &lt;br&gt;Sievert 1989, p. 92).  When they do browse, however, it is usually a wider base, using &lt;br&gt;both old and new material and material on almost any topic.  It also is seen as a less &lt;br&gt;deliberate act, than that of the sciences.  In the studies perused, there is little mention &lt;br&gt;on the browsing behaviour of non-academic professionals.  Leckie &lt;i&gt;et al&lt;/i&gt;. (1996) say &lt;br&gt;that engineers monitor or browse journals.  This is perhaps a characteristic of all non-&lt;br&gt;academic professionals. &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=7&gt;&lt;/a&gt;Browsing can be a rewarding task because  âBrowsing is a natural and effective &lt;br&gt;approach to many types of information-seeking problems.  It is natural because it &lt;br&gt;coordinates human physical, emotive, and cognitive resources in the same way that &lt;br&gt;humans monitor the physical world and search for physical objects.  It can be &lt;br&gt;effective because the environment and particularly human-created environments are &lt;br&gt;generally organised and highly redundantâ (Marchionini 1995, p. 100).  The library is &lt;br&gt;an organised environment classified to invite browsing by topic area, yet there are &lt;br&gt;some disciplines in which their subject can include many topics scattered through out &lt;br&gt;the classification scheme.  This may be a reason why most individuals prefer to &lt;br&gt;browse their own collections rather than browse library bookshelves for relevant &lt;br&gt;information.  Apted and Choo (1971) lists a few ideas that could improve library &lt;br&gt;browsing, one being the use of small sections of material, continually refreshed with &lt;br&gt;information of high interest and potential.  However, there are arguments for and &lt;br&gt;against such structuring (Apted and Choo 1971; Ellis &lt;i&gt;et al.&lt;/i&gt; 1993). &lt;br&gt; &lt;br&gt;&lt;i&gt;Differentiating&lt;/i&gt; &lt;br&gt;Ellis  &lt;i&gt;et al.&lt;/i&gt; (1993) define differentiating as â... an activity which uses differences &lt;br&gt;between sources as a filter on the nature and quality of the material examinedâ (Ellis &lt;br&gt;&lt;i&gt;et al.&lt;/i&gt; 1993, p. 362).  Differentiating is based on human judgement to determine the &lt;br&gt;relevance of the information retrieved.  Schamber (1994) addresses relevance and the &lt;br&gt;problems surrounding an accurate definition.  The term ârelevanceâ, when discussed &lt;br&gt;here, pertains to the situational view where it ârefers to a relationship between &lt;br&gt;information and the userâs information problem situationâ (Schamber 1994, p. 8).  &lt;br&gt;The selection of material based on some predefined criteria defines the usefulness or &lt;br&gt;satisfaction of the information retrieved.  This criteria can be based on the actual &lt;br&gt;information contained in the publication, or guidelines such as cost saving, precision, &lt;br&gt;completeness, credibility, and convenience of location (Gluck 1996), or it could be &lt;br&gt;based on the perceived relevance of specific authors, journals, institutions, etc.   &lt;br&gt; &lt;br&gt;To determine relevance on the basis of subject, individuals often read the material &lt;br&gt;specifically to gain an overview to form an opinion on its content.  Browsing can be &lt;br&gt;used to ascertain this.  âFor example, by scanning the title page, table of contents, &lt;br&gt;section headings, index, and reference list of a book, we gain a sense of the contentâs &lt;br&gt;scope, depth of coverage, and the authorâs organizational perspective and thereby can &lt;br&gt;decide quickly whether to invest time reading it.  It is important to note that in the &lt;br&gt;case of books, those attributes that we browse first are well-established standards to &lt;br&gt;aid browsingâ (Marchionini 1995, p. 102).  Marchionini (1995) calls this within-&lt;br&gt;document browsing.   &lt;br&gt; &lt;br&gt;It was found that research did not specifically comment on selection behaviours of &lt;br&gt;specific disciplines.  But the research did reveal that most scholars differentiate &lt;br&gt;between sources of information on the basis of the materialâs subject.  Ellis &lt;i&gt;et al.&lt;/i&gt; &lt;br&gt;(1993) state that scientists and social scientists tend to use factors such as topic, &lt;br&gt;author, and journal source.  The source of information was also analysed for the &lt;br&gt;quality, level and type to decide relevance.  From these factors, a list of core journals &lt;br&gt;is often determined which can also be used to identify material.  Researchers in &lt;br&gt;humanities also have a high regard for authors and also works (Sievert and Sievert &lt;br&gt;1989).  As with the other disciplines, studies on professionals did not cover how they &lt;br&gt;determine information relevance. &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=8&gt;&lt;/a&gt;Determining the relevance of a document or source is solely an individualâs &lt;br&gt;perspective, so the library or librarian is not a determining factor in differentiating &lt;br&gt;sources.  It would, however, be advantageous for a library to know and have the &lt;br&gt;relevant material available for use.  Traditionally, librarians have sort to provide &lt;br&gt;relevant material.  However, due to the rising cost of documents, they have had to be &lt;br&gt;more selective in their acquisitions.  In response, positions such as special librarians &lt;br&gt;were created.  A special librarian is usually engaged to determine and purchase &lt;br&gt;relevant material for an associated subject area (Folster 1995).  This service is &lt;br&gt;advantageous to both novices and experts in a particular subject area.  These librarians &lt;br&gt;can direct novices to their area of interest, knowing where relevant material might be &lt;br&gt;located.  Experts benefit from this system because their subject area has been &lt;br&gt;investigated so that relevant and frequently used information is easily accessed. &lt;br&gt; &lt;br&gt;&lt;i&gt;Monitoring&lt;/i&gt; &lt;br&gt;Monitoring âis the activity of maintaining awareness of developments in an area &lt;br&gt;through regularly following particular sourcesâ (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993, p. 362).  As &lt;br&gt;previously noted, a large part of monitoring is conducted using browsing techniques.  &lt;br&gt;However, browsing is also a major information gathering technique in its own right.  &lt;br&gt;In monitoring the individual must determine a select range of sources to look at so as &lt;br&gt;not to get overwhelmed.  These sources are usually the predominant sources used in &lt;br&gt;the particular field.  There may be different sources of information used in each &lt;br&gt;discipline for monitoring, but the overall nature and form of the activity is the same &lt;br&gt;(Ellis &lt;i&gt;et al.&lt;/i&gt; 1993). &lt;br&gt; &lt;br&gt;For scientists, monitoring often means constantly surveying their small number of &lt;br&gt;core sources, mainly personal contacts and journals.  Other sources can include &lt;br&gt;conferences, conference proceedings, magazines, abstracts, books, newspapers, &lt;br&gt;television and computer search updates (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993).  Scientists also maintain an &lt;br&gt;often concise personal collection of information which is used for monitoring their &lt;br&gt;fields of interest.  Seggern (1995) notes that this behaviour is due to the convenience &lt;br&gt;of having the journals on-hand.  In comparison, where scientists place a lot of &lt;br&gt;emphasis on journals for maintaining awareness, social scientists use core books and &lt;br&gt;journals equally.  They also use newspapers and published catalogues (Ellis &lt;i&gt;et al.&lt;/i&gt; &lt;br&gt;1993; Hartmann 1995).  Studies on humanists and professionals had no direct &lt;br&gt;references to their monitoring behaviours.  Sievert and Sievert (1989) did say that in &lt;br&gt;the humanities they do a lot of reading but they are not concerned with keeping up to &lt;br&gt;date with the most recent publications.  Also, Leckie &lt;i&gt;et al.&lt;/i&gt; (1996) does say that &lt;br&gt;engineers monitor journals for opportunities and threats and to see âwhatâs out thereâ.  &lt;br&gt;This may be generalisable to all professionals, but more formal study is required.  In &lt;br&gt;an ever changing environment (especially areas like health care and law) professional &lt;br&gt;individuals must keep up with what is happening.   &lt;br&gt; &lt;br&gt;From the information gathered on the topic of information seeking patterns of &lt;br&gt;academic disciplines, Folster (1995) concludes that high on the list of priorities for &lt;br&gt;services implemented by libraries should be current awareness services.  One such &lt;br&gt;service is &lt;i&gt;Current Contents&lt;/i&gt;.  &lt;i&gt;Current Contents&lt;/i&gt; provides an alternative to scanning &lt;br&gt;journals, but it is not frequently used by academics.  Other facilities include printed &lt;br&gt;and electronic abstracts and indexes such as OCLC FirstSearch, UNCOVER, reviews, &lt;br&gt;guides, and citation indexes.   &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=9&gt;&lt;/a&gt;&lt;i&gt;Extracting&lt;/i&gt; &lt;br&gt;Extracting is defined by Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) as the behaviour involved in systematically &lt;br&gt;going through a specific source and identifying material to locate or follow up on.  &lt;br&gt;Formal sources are more frequently used for systematic analysis, although informal &lt;br&gt;sources may also be used in extracting.  This is a task which is primarily carried out &lt;br&gt;during the starting or initial familiarisation phase of the information seeking process &lt;br&gt;to produce a concise list of references to begin searching with.  Folster (1995) also &lt;br&gt;includes the reading of material to decide what information will be a part of a final &lt;br&gt;report as an extracting activity.  This will be discussed further in a following section &lt;br&gt;on the reading behaviours of people and how they go about extracting information &lt;br&gt;from publications. &lt;br&gt; &lt;br&gt;Research into extracting generally only reveals the sources used.  Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) is &lt;br&gt;the only study found that discloses the actual use of sources.  However, Ellis &lt;i&gt;et al.&lt;/i&gt; &lt;br&gt;(1993) only discusses the significance of the activity and reveals the stages of the &lt;br&gt;information seeking process in which extraction of source material is most likely to &lt;br&gt;happen.  For most scientists, extracting for further information is a minimal activity &lt;br&gt;that generally only happens in the starting and monitoring stages.  In the case of &lt;br&gt;physicists, after initially familiarising oneself with a project, they tend not to seek &lt;br&gt;further.  Physicists also tend to use extraction during current awareness activities.  &lt;br&gt;Likewise, chemists are inclined to use this activity in writing reviews, forcing them to &lt;br&gt;maintain awareness.  The sources used in extracting for scientists are usually journals, &lt;br&gt;monographs, indexes, abstracts, bibliographies and computer databases (Ellis &lt;i&gt;et al.&lt;/i&gt; &lt;br&gt;1993).  Sources of information that are mainly used by computer scientists are &lt;br&gt;journals and computer databases, specifically the Internet.  Online catalogues and CD-&lt;br&gt;ROMs are used infrequently.  Computer scientists locate information via the World &lt;br&gt;Wide Web and investigate the home pages of researchers and research institutions.  &lt;br&gt;This sort of activity is not an extensive one for computer scientists and they tend to &lt;br&gt;base their own contributions on only one or a few documents.  One computer scientist &lt;br&gt;who was surveyed said that âI know people who know the literature too well and &lt;br&gt;never get any research done ... [t]he referees will tell me if I have missed some &lt;br&gt;important reference (Cunningham and Connaway).  In a comparison between &lt;br&gt;scientists and social scientists, Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) remarks that social scientists use &lt;br&gt;extracting mainly during monitoring.  For this group of people, books, journals, book &lt;br&gt;reviews, and bibliographies are the main sources used (Hartmann 1995).  Humanities &lt;br&gt;use these sources and also include subject catalogues, printed indexes and research &lt;br&gt;guides (Broadbent 1986; Sievert and Sievert 1989).  In studies discussing the &lt;br&gt;information seeking activities of professionals, sources are generally not mentioned.  &lt;br&gt;Leckie &lt;i&gt;et al.&lt;/i&gt; (1996) notes that professionals make use of trade journals, books, printed &lt;br&gt;catalogues and internal sources. &lt;br&gt; &lt;br&gt;For most users, the library is seen as a reservoir of information, so it is expected to &lt;br&gt;provide easy access to formal sources used to extract information.  When extracting is &lt;br&gt;used to maintain current awareness, access is particularly important for browsing and &lt;br&gt;reading the most recent core journals in the respective fields.  The material must also &lt;br&gt;be current and relevant.  An ideal is again the use of special librarians who know the &lt;br&gt;particular sources which are reliable and applicable for specific fields of study. &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=10&gt;&lt;/a&gt;&lt;i&gt;Verification and Ending&lt;/i&gt; &lt;br&gt;Verification and ending are information gathering activities used during the verifying &lt;br&gt;and ending phases of researching.  In verifying, the information and sources used to &lt;br&gt;produce their own material are checked for information accuracy and errors.  The &lt;br&gt;sorts of problems that come to light include typographical, numerical, equation, and &lt;br&gt;citation errors.  Verification for most only involves knowing and using reliable &lt;br&gt;sources.  To take it further, âone chemist did a spot check on everything, as well as &lt;br&gt;checking obvious errors and material from sources he regarded as unreliable; another &lt;br&gt;did a spot check on new textbooksâ (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993, p. 365).  This sort of activity is &lt;br&gt;seen as minor and is usually subsumed under other activities; for example, social &lt;br&gt;scientists tend to include it under chaining (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993). &lt;br&gt; &lt;br&gt;Ending is the assembly and dissemination of information or the actual drawing &lt;br&gt;together of material for publication.  It covers the information seeking activities &lt;br&gt;concerned with finishing a topic or project (Ellis &lt;i&gt;et al.&lt;/i&gt; 1993; Folster 1995).  Most &lt;br&gt;scholars do their major information gathering activities at the start of a project for &lt;br&gt;initial familiarisation, and some also perform literature and information searches &lt;br&gt;during the lifetime of the project.  However, Ellis &lt;i&gt;et al.&lt;/i&gt; (1993) notes that some &lt;br&gt;chemists returned to the literature at the writing up stage of the project to discuss their &lt;br&gt;contribution in light of the reviewed literature.  Two of these chemists minimally &lt;br&gt;collated information in the starting stage of the project and performed a thorough &lt;br&gt;information search at the end.  âBoth were aware of dangers with this type of &lt;br&gt;approach in finding material at the end which would have led them to modify the &lt;br&gt;work they carried out or in finding that the work had already been undertakenâ (Ellis &lt;br&gt;&lt;i&gt;et al.&lt;/i&gt; 1993, p. 365).   &lt;br&gt; &lt;br&gt;&lt;i&gt;Location and Delivery of Material&lt;/i&gt; &lt;br&gt;In regard to researching behaviour, there are other aspects that need to be considered &lt;br&gt;that are not discussed by Ellis &lt;i&gt;et al.&lt;/i&gt; (1993).  These are the location and delivery of &lt;br&gt;material and the implications of the decisions made in these areas.  Locating a known &lt;br&gt;document or publication reference is often by using an individualâs own collection, &lt;br&gt;the library, or the interlibrary loan system (interloan). &lt;br&gt; &lt;br&gt;The majority of the people surveyed in the articles examined stated that they &lt;br&gt;maintained and extensively used personal collections of journals, documents and/or &lt;br&gt;books.  It is not surprising that a personal collection is kept, as the core material &lt;br&gt;related to their field of interest is often known by researchers.  Sievert and Sievert &lt;br&gt;(1989) had respondents who âcommented that once they [humanists] knew an item &lt;br&gt;was likely to be of importance to them, they tended to purchase itâ (Sievert and &lt;br&gt;Sievert 1989, p. 85).  A preference for their own collections is mainly due to &lt;br&gt;convenience.  For scientists, this reason was mentioned most often by the researchers &lt;br&gt;surveyed (Seggern 1995).  This is because they preferred their own classification &lt;br&gt;systems and their own environments.  They did not like the barrier experienced in &lt;br&gt;libraries such as temporary unavailability due to binding or use by others.  Other &lt;br&gt;reasons for having a personal collection are:  researchers can annotate the text for &lt;br&gt;their own purposes (Sievert and Sievert 1989); local libraries no longer carried the &lt;br&gt;essential journals for the researcherâs discipline; the problems with obtaining journals &lt;br&gt;that are now stored in storage due of lack of shelf space; loss, theft, negligence of &lt;br&gt;material; missing and mutilated journals; and general accessibility (Hallmark 1994).  &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=11&gt;&lt;/a&gt;It has been found that researchers rely more on the items they have on hand rather &lt;br&gt;than relying on library services (Folster 1995). &lt;br&gt; &lt;br&gt;If researchers do not have the required reference or information in their own &lt;br&gt;collection, they will often resort to using their local library collections.  The library is &lt;br&gt;seen as a repository for information and a mechanism for document delivery for those &lt;br&gt;items not owned.  Librarians are rarely consulted by researchers when looking for &lt;br&gt;information.  Some researchers surveyed commented that the library is a &lt;br&gt;supplementary source rather than a primary source of information.  It is seen as a &lt;br&gt;place to get information from once a reference has been found, or a place that &lt;br&gt;provides document delivery services (Ford 1973; Sievert and Sievert 1989; Folster &lt;br&gt;1995).  Some find that the library system is pleasing and easy to obtain the necessary &lt;br&gt;material from the shelves, but others lack an appreciation for the library classification &lt;br&gt;system, believing it to be difficult to navigate (Hallmark 1994). &lt;br&gt; &lt;br&gt;Researchers can generally agree on two things, that their local library services are &lt;br&gt;usually adequate for locating material and that they make extensive use of interloan &lt;br&gt;facilities.  The material that is not readily available elsewhere can be retrieved via &lt;br&gt;interloan, which is usually done through the local library.  The unavailability of &lt;br&gt;material at the local library most often results in an interloan request (Hallmark 1994; &lt;br&gt;Hartmann 1995).  However, for computer scientists, interloan was found to be only &lt;br&gt;used when the material could not be located at the library or on the World Wide Web &lt;br&gt;(Cunningham and Connaway).  The only problem with interloan is the time delay &lt;br&gt;from the request for information to actually receiving it.  Hallmark (1994) concludes &lt;br&gt;that âThey [researchers] do expect and need fast, efficient, and inexpensive document &lt;br&gt;delivery for material not owned and not available electronicallyâ (Hallmark 1994, p. &lt;br&gt;208) and says that at present there is an unacceptable wait.  It points out that requests &lt;br&gt;that have taken too long are no longer of interest.  For professionals, at least, it seems &lt;br&gt;that accessibility is a major issue when requiring information.  Pinelli (1991) and &lt;br&gt;Leckie  &lt;i&gt;et al.&lt;/i&gt; (1996) state that accessibility appears to be a criteria used most often &lt;br&gt;when selecting an information source even if that source proved to be the least useful &lt;br&gt;or not of high quality.  Another issue that is stipulated is timeliness.  Information that &lt;br&gt;can be obtained immediately or in a reasonable amount of time is more likely to be &lt;br&gt;used.  The usefulness and impact of the retrieved information will decrease as time &lt;br&gt;proceeds (Leckie &lt;i&gt;et al.&lt;/i&gt; 1996).  So, the relevance of a document is often based on &lt;br&gt;accessibility and timeliness, two of the down sides to using interloan.  â[The biggest &lt;br&gt;problem] is being able to obtain the article easily and rapidly...in such cases &lt;br&gt;interlibrary loan can be too slow and require too much time and effort to be &lt;br&gt;worthwhileâ (Hallmark 1994, p. 206). &lt;br&gt; &lt;br&gt;&lt;i&gt;Summary&lt;/i&gt; &lt;br&gt;From looking at how researchers in the academic and professional roles conduct &lt;br&gt;information seeking and retrieval, it is interesting to note that the library is mostly &lt;br&gt;used as a source for previously identified material, to browse bookshelves (mainly for &lt;br&gt;current awareness), and for the interloan facilities.  This definition of library usage is &lt;br&gt;very different from what libraries provide and researchers are recommended to use.  &lt;br&gt;To further strengthen the argument, Folster (1995) suggests that improvements to &lt;br&gt;services mean that libraries must focus on document delivery services, current &lt;br&gt;awareness services, and customised search services, as these are the most utilised &lt;br&gt;facilities.  The article also advises training in new technologies. &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=12&gt;&lt;/a&gt; &lt;br&gt;In most cases, the way in which researchers of different disciplines conduct &lt;br&gt;information seeking and retrieval is very similar.  Often the difference between &lt;br&gt;disciplines is in the sources used and the importance attached to the activity.  The &lt;br&gt;actual act is the same across the fields.  When looking at the differences in the use of &lt;br&gt;libraries by researchers, they are significant.  Humanists and social scientists boast &lt;br&gt;that they use the library a lot more frequently than scientists and computer scientists.  &lt;br&gt;Professionals, on the other hand, use the library rarely.  Most people overall may use &lt;br&gt;the library to retrieve information at some time, but a lot do not know about or use &lt;br&gt;other facilities offered by the library.  Holland and Powell (1995) describes a survey &lt;br&gt;performed on a sample of engineers who took a specific course at university.  This &lt;br&gt;course involved formal training on conducting information research.  The responses to &lt;br&gt;that survey and to a survey conducted on another sample engineers, who did not take &lt;br&gt;this course, were compared.  A result of the comparison was that both groups of &lt;br&gt;people showed similar information gathering preferences, but those that took the &lt;br&gt;above course showed more awareness of library services.  Increasing the exposure of &lt;br&gt;the library leads to an increase in the use of materials and services (Ford 1973).  &lt;br&gt;These trends discussed here are replicated in Broadbent (1986), where it is noted that &lt;br&gt;inexperience is the cause of the limited knowledge of library services.  This lack of &lt;br&gt;formal training among researchers is not uncommon; for example, all the computer &lt;br&gt;scientists in Cunningham and Connaway had received no instruction in conducting a &lt;br&gt;literature search or in using the common indices.  The result of this is that users of the &lt;br&gt;library do not make the most of services available to them, and the library is not seen &lt;br&gt;as anything more than an information repository.   &lt;br&gt; &lt;br&gt;&lt;b&gt;Information Use and Storage &lt;br&gt;&lt;/b&gt; &lt;br&gt;Once relevant material has been located and retrieved, information is then extracted &lt;br&gt;for use.  How individuals read can be analysed for insight into their behaviour during &lt;br&gt;this activity.  Most research into reading concentrates on either identifying letters, &lt;br&gt;words, and sentences when learning to read, or on the cognitive processes involved, or &lt;br&gt;on strategies for reading better or more efficiently.  There is very little documented &lt;br&gt;research found on how readers actually behave when confronted with material â &lt;br&gt;where and when reading occurs, what is read, and how information is extracted from &lt;br&gt;relevant material.  Research on the utilisation of materials â the what-where-when-&lt;br&gt;how-and-why of material use â in the library yields similar results due to the &lt;br&gt;difficulty to record such activities (Ford 1973).  &lt;br&gt; &lt;br&gt;&lt;i&gt;Reading Environment&lt;/i&gt; &lt;br&gt;An integral part of reading behaviour is the effect of the environment on the reader.  &lt;br&gt;The environment can influence concentration and reading ability.  Preferences for &lt;br&gt;reading environments are subject to the self-defined factors of users.  Factors for &lt;br&gt;choosing a particular reading area can include noise or distractions (or the lack there &lt;br&gt;of), the presence of other people, privacy, seating arrangements, and the availability &lt;br&gt;of other materials (Sommer 1966; Gifford and Sommer 1968; Sommer 1968; Fishman &lt;br&gt;and Walitt 1972).  An assumption cannot be made that there is one optimal reading &lt;br&gt;environment that will meet the needs of all individuals (Gifford and Sommer 1968; &lt;br&gt;Sommer 1968) so it is recommended that in designing reading areas, there needs to be &lt;br&gt;a variety of reading spaces for everyone.  In this way individuals can choose the most &lt;br&gt;suitable place according to their reading preferences. &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=13&gt;&lt;/a&gt; &lt;br&gt;Reading, primarily for research, can be done in such places as the library, in study &lt;br&gt;rooms, offices, etc.  Most research is inclined to look at the library when discussing &lt;br&gt;reading environments.  Contradicting this, most studies reviewed indicated that &lt;br&gt;researcher do not spend much time in the library.  Thus, there is a requirement to &lt;br&gt;know what researchers do and need in the place that they actually read.  However, &lt;br&gt;Ford (1973) looks at the study environment in the library.  The requirements of library &lt;br&gt;patrons include personal needs such as â[c]onditions of work â heating, lighting, &lt;br&gt;draughts, sound-proofing, ease of entry/exit â turnstiles, porters etc. ... [a]menities â &lt;br&gt;location of lavatories, smoking rooms, food, drinkâ (Ford 1973, p. 88).  It is also &lt;br&gt;noted that these and other needs of people are variable and that it is important for the &lt;br&gt;library to cater for all.   &lt;br&gt; &lt;br&gt;The reading environment also includes how material is presented.  This affects not &lt;br&gt;only the readability but can also influence the processing of information.  Duchastel &lt;br&gt;(1982) investigates text processing and finds that the presentation of material is &lt;br&gt;particular to its purpose.  For example, â[d]ictionaries ... are used for looking up the &lt;br&gt;meaning of words, reference books for finding out specific information about a &lt;br&gt;subject, novels for entertainment [and] ... [t]extbooks are used primarily for learningâ &lt;br&gt;(Duchastel 1982, p. 170).  The use of these materials are considerably different and so &lt;br&gt;the display techniques to aid information processing is therefore specific to the &lt;br&gt;materialâs purpose.  Such techniques include labelling, highlighting and illustrating.   &lt;br&gt; &lt;br&gt;The presentation medium of reading material is generally either printed or electronic.  &lt;br&gt;There is a lot of research into the effects of reading from a screen and comparing this &lt;br&gt;to reading from a paper copy (Askwall 1985; Mills and Weldon 1987; Oborne and &lt;br&gt;Holton 1988; Muter and Maurutto 1991; De Bruijn &lt;i&gt;et al.&lt;/i&gt; 1992).  It has been found &lt;br&gt;that today, due to computers being more advanced, comparatively faster, and more &lt;br&gt;reliable, and owing to increased exposure to the computing environment, there is little &lt;br&gt;evidence that there is a difference in reading speed or comprehension when material is &lt;br&gt;presented on a screen or hard copy (Askwall 1985; Oborne and Holton 1988; Muter &lt;br&gt;and Maurutto 1991).  Therefore, if these are the only two factors considered of &lt;br&gt;significance when determining readability, then the reading medium is dependent on &lt;br&gt;the readers preference.  However, reading and comprehension are only two of many &lt;br&gt;factors which dictate the use of paper versus computers when reading (Oborne and &lt;br&gt;Holton 1988).   &lt;br&gt; &lt;br&gt;Paper copies are widely used because paper is permanent; it can be recalled without &lt;br&gt;recourse to high technology; it is convenient; and easily transportable (Showstack &lt;br&gt;1982; Oborne and Holton 1988).  âPaper ... is still the most popular method of &lt;br&gt;communications and is likely to remain soâ (Plume 1988 quoted in Muter 1991, p. &lt;br&gt;257).  In comparison to computer screens, paper appears to be easier and faster to &lt;br&gt;read, but the size of the effect depends on the quality of both the paper and the screen &lt;br&gt;presentation (Mills and Weldon 1987).  Use of computer screens for reading &lt;br&gt;electronic copies is often dependent on the textual display.  Advances in technology &lt;br&gt;have increased the legibility of computer screens through better resolution, clearer and &lt;br&gt;more varied fonts, negative contrast capability (dark characters on a light background) &lt;br&gt;and a higher refresh rate, to name a few.  This provides flexibility in textual &lt;br&gt;presentation of information (Muter and Maurutto 1991).  Merrill (1982), Mills and &lt;br&gt;Weldon (1987), and Muter and Maurutto (1991) list several factors concerning how to &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=14&gt;&lt;/a&gt;display information on computer screens to get optimum readability.  Readers may &lt;br&gt;prefer computer screens, even though usersâ performance may not be as good with &lt;br&gt;computer screens as with paper (Mills and Weldon 1987).  Both paper and electronic &lt;br&gt;copies have their advantages and disadvantages.  Perhaps readability is dependent on &lt;br&gt;reader preference where the reader determines which of the mediums disadvantages &lt;br&gt;them the least. &lt;br&gt; &lt;br&gt;When looking at researchers who were surveyed, there are mixed responses to their &lt;br&gt;preference for reading medium.  Computer scientists preferred to use paper copies.  &lt;br&gt;Documents that were retrieved in electronic format were printed and in most cases &lt;br&gt;only the printed documents were retained.  The electronic copy might be kept while it &lt;br&gt;was of immediate use (Cunningham and Connaway).  In contrast, Holland and Powell &lt;br&gt;(1995) found that engineers preferred to receive information in electronic form and &lt;br&gt;would prefer to receive less paper in the future.  Scientists also expressed the &lt;br&gt;usefulness of the retrieval of full text online documents, then âfiles could then be &lt;br&gt;viewed on the scientistâs screen and printed on the local laser printed if desired &lt;br&gt;(Hallmark 1994, p. 206).  These preferences for electronic documents were mainly &lt;br&gt;due to the convenience of retrieval.  Research was not found to confirm that these &lt;br&gt;electronic documents were then read online. &lt;br&gt; &lt;br&gt;&lt;i&gt;Reading for Information Use &lt;br&gt;&lt;/i&gt;âIn simple terms, information has only one use â ie. the assistance of problem &lt;br&gt;solvingâ (Ford 1973, p. 88).  One main technique for extracting information is by &lt;br&gt;reading.  Alternative techniques are listening and viewing an oral discussion, &lt;br&gt;presentation, demonstration, etc.  When looking at reading as an activity for &lt;br&gt;extracting information to use, there are positives and negatives associated with &lt;br&gt;reading as an activity for extracting (Norman 1993).  Positive aspects of reading are &lt;br&gt;that the individual has control over which portion of text is read, which is skipped, &lt;br&gt;which is repeated, and at any moment they can stop reading.  Moreover, it gives them &lt;br&gt;the chance to reflect on what has been read, so that they can contemplate, question, &lt;br&gt;ponder and agree or disagree.  On the other side, reading can be comparatively slow &lt;br&gt;and difficult in comparison to other mediums of information.  It takes training and &lt;br&gt;practice and â[r]eading ... requires relatively greater effort and thoughtâ (Showstack &lt;br&gt;1982,  p371).  Reading takes mental effort, mental demands, concentration, and &lt;br&gt;requires a focus of attention on the material.  âWritten material tends to be &lt;br&gt;information-rich, so that considerable mental activity is needed to decode the authorâs &lt;br&gt;messageâ (Norman 1993, p. 244).   &lt;br&gt; &lt;br&gt;There are many research and study guides that instruct readers on the benefits of using &lt;br&gt;reading methods to increase reading speed and comprehension.  One such strategy for &lt;br&gt;scanning documents to determine the material of relevance is recorded in Booth &lt;i&gt;et al.&lt;/i&gt; &lt;br&gt;(1995) where speedier reading is achieved through five steps.  Booth &lt;i&gt;et al.&lt;/i&gt; (1995) &lt;br&gt;acknowledges that this is only used to identify and understand the work and states that &lt;br&gt;the important sources require careful reading.  More thorough strategies for critical &lt;br&gt;reading was developed by Hardcastle (1996) from a variety of sources.  This proposes &lt;br&gt;that these strategies can make reading more satisfying and productive.  The seven &lt;br&gt;strategies include:  previewing, learning about a text before actually reading it; &lt;br&gt;contextualising, placing a text in its historical, biographical, and cultural context; &lt;br&gt;questioning to understand and remember, asking questions about the content; &lt;br&gt;reflecting on challenges to your beliefs and values, examining you personal responses; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=15&gt;&lt;/a&gt;outlining and summarising, identifying the main ideas and restating them in your own &lt;br&gt;words; evaluating an argument; testing the logic of a text as well as its credibility and &lt;br&gt;emotional impact; and comparing and contrasting related readings, exploring &lt;br&gt;likenesses and differences between texts to understand them better (Hardcastle 1996).  &lt;br&gt;Another reading method is examined in Sweet &lt;i&gt;et al.&lt;/i&gt; (1993) for use within a teaching &lt;br&gt;and learning environment. These reading strategies can be used to extract information, &lt;br&gt;but in doing so ideas, arguments and conclusions are also formed. &lt;br&gt; &lt;br&gt;Strategic reading usually insists on the use of annotations and notes to guide &lt;br&gt;information extraction.  Hardcastleâs (1996) critical reading strategies, reviewed &lt;br&gt;above, state that annotating directly on the page is fundamental to these techniques.  &lt;br&gt;Annotations can include, âunderlining key words, phrases, or sentences; writing &lt;br&gt;comments or questions in the margins; bracketing important sections of the text; &lt;br&gt;constructing ideas with lines or arrows; numbering related points in sequence; and &lt;br&gt;making note of anything that strikes you as interesting, important, or questionableâ &lt;br&gt;(Hardcastle 1996).  Annotations are usually written directly on a paper copy to refer &lt;br&gt;directly to specific parts of the text for reading clarity, proof-reading, or refereeing.  &lt;br&gt;â[U]sers often show a strong preference for the âhard-copyâ medium of document &lt;br&gt;presentation when it comes to reading activities such as those that involve proof-&lt;br&gt;reading or refereeing the documentâ (Tucker and Jones 1993), even though the use of &lt;br&gt;computers for displaying documents is increasing.  When using electronic copies of &lt;br&gt;documents, some editors provide annotating facilities.  These can be awkward to use, &lt;br&gt;often requiring specific file formats and dictating how the user must annotate.  This is &lt;br&gt;discussed further by Tucker and Jones (1993) with respect to the use of written, typed &lt;br&gt;or spoken annotations.  Annotating is an individual task that enhances and establishes &lt;br&gt;the authorâs message as the reader interprets it.  Differences in annotation marks when &lt;br&gt;comparing the same document that has been annotated by two people are linked to &lt;br&gt;personal understanding and preferences (Showstack 1982) and it has been found that &lt;br&gt;â[m]ost readers annotate in layers, adding further annotations on second and third &lt;br&gt;readings.  Annotations can be light or heavy, depending on the readerâs purpose and &lt;br&gt;the difficulty of the materialâ (Hardcastle 1996). &lt;br&gt; &lt;br&gt;It is recommended that in addition to annotating that the reader should take notes to &lt;br&gt;reflect the âquality of thinkingâ at the time (Booth &lt;i&gt;et al.&lt;/i&gt; 1995).   Specific information &lt;br&gt;that should be recorded include, bibliographical data, key words, summaries and &lt;br&gt;thoughts, and a call number (if applicable).  Making notes can enhance reading by &lt;br&gt;focussing the readerâs concentration, increasing the readerâs understanding of the text, &lt;br&gt;and enforcing an evaluation of the quality of the source document.  It is used to gather &lt;br&gt;information and create links between what you know and what you have read from &lt;br&gt;different sources.  This gives you a broader perspective and the ability to draw &lt;br&gt;conclusions.  It also records information that can be stored for later use (LDC 1996). &lt;br&gt; &lt;br&gt;Although the strategies above dictate how one &lt;i&gt;should&lt;/i&gt; read, it is not known how &lt;br&gt;individuals  &lt;i&gt;actually&lt;/i&gt; read.  In particular, frequency and quality are characteristics of &lt;br&gt;reading which are often unknown and hard to measure.  Reading for information can &lt;br&gt;be a specific, casual or a subliminal activity.  With the amount of information &lt;br&gt;propelled upon individuals, how much does a person read and process?  One way of &lt;br&gt;measuring reading frequency for researchers is by determining the utilisation of &lt;br&gt;library materials.  It has been found that even though the materials that are on loan are &lt;br&gt;often retained until the due date, the use made of the materials is small relative to the &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=16&gt;&lt;/a&gt;length of time they are on loan (Ford 1973).  The quality of use during this period is &lt;br&gt;not known.  By looking at the time allocation of researchers to the activity of reading, &lt;br&gt;one may be able to determine not only how often reading occurs, but the quality and &lt;br&gt;quantity of information read. &lt;br&gt; &lt;br&gt;&lt;i&gt;Information Storage &lt;br&gt;&lt;/i&gt;During the research period and afterwards it would be of interest to know what &lt;br&gt;happens to the material, information, and notes collected?  Also, what sort of format &lt;br&gt;are they kept in?  These questions may be answered by looking at the preferences for &lt;br&gt;reading environments.  Examples include, a partiality for paper or electronic copy, the &lt;br&gt;original or a photocopy, borrowed or own copy of material.  In general, from the &lt;br&gt;research seen, most scholars prefer to have their own hard copy (be it the original or a &lt;br&gt;photocopy).  Most, if not all, information is retained and filed for possible use the &lt;br&gt;future.  It has already been noted that researchers prefer their own collections; one &lt;br&gt;reason given by scientists is that they then can apply their own classification systems &lt;br&gt;when filing materials (Seggern 1995).  Such schemes are personalised and can be &lt;br&gt;quite elaborate.  Sievert and Sievert (1989) describes the organisation of research &lt;br&gt;materials by the humanists surveyed.  Most scholars have some sort of informal &lt;br&gt;classification scheme for filing which may include index cards, notebooks or some &lt;br&gt;combination of books, photocopied articles or a log of some sort.  Documents can be &lt;br&gt;arranged by the traditional Dewy Decimal, alphanumeric, or Library of Congress &lt;br&gt;classification numbers, or more likely grouped by author or subject.  Cunningham and &lt;br&gt;Connaway captures the essence of scholarly filing:  âpiles, generally not by project ... &lt;br&gt;boxes of reprints, folders of notes, folders in the filing cabinet, pigeonholes with &lt;br&gt;papers and drafts for recent papers ... basically itâs chaos.  Usually I manage to find &lt;br&gt;the most important stuffâ (Cunningham and Connaway). &lt;br&gt; &lt;br&gt;&lt;i&gt;Summary &lt;br&gt;&lt;/i&gt;Ford (1973) gives a good summation of reading behaviour in libraries in that there is a &lt;br&gt;large gap in our knowledge when it comes to the utilisation of materials.  One can &lt;br&gt;only assume that the accuracy of the reading strategies available has been investigated &lt;br&gt;as to their worth and practicality and that they are characteristic of reading behaviour.  &lt;br&gt;These strategies and directions for reading give an overall impression on how readers &lt;br&gt;should read.  Most readers obviously apply some or all of the guidelines.  &lt;br&gt;Consequently, all of these strategies can be included as reader behaviour, although &lt;br&gt;some are more characteristic than others.   &lt;br&gt; &lt;br&gt;&lt;b&gt;Conclusion &lt;br&gt;&lt;/b&gt; &lt;br&gt;By gaining a fuller understanding of how users of traditional libraries behave and the &lt;br&gt;reading styles of individuals, the knowledge can be applied to enhance a digital &lt;br&gt;library environment.  It can be used to create an inviting and familiar surrounding that &lt;br&gt;caters for the majority of users.  Research into library-user interaction is quite &lt;br&gt;thorough in contrast to the research on the behaviour involved in information use and &lt;br&gt;storage.  Ford (1973) discovered a gap in knowledge on the what-where-when-how-&lt;br&gt;and-why of material use in libraries.  There is also a lack of information on the actual &lt;br&gt;reading methods used, the frequency and quality of material use, and the storage of &lt;br&gt;documents.  Further research is required to extend our knowledge on these &lt;br&gt;behaviours.  In light of the research found on traditional library interactions, it would &lt;br&gt;be interesting to know if the patrons of this library environment have the same &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=17&gt;&lt;/a&gt;requirements as the digital library patrons.  It would be beneficial for designers of &lt;br&gt;digital libraries to understand the behaviours of the people they are intended for.  &lt;br&gt; &lt;br&gt;&lt;b&gt;References &lt;br&gt;&lt;/b&gt; &lt;br&gt;Apted, E., and Choo, C. W. (1971). General purposive browsing. &lt;i&gt;Library Association &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Record&lt;/i&gt;, &lt;b&gt;73&lt;/b&gt;, 228-230. &lt;br&gt;
+ &lt;br&gt;Askwall, S. (1985). Computer supported reading vs reading text on paper: a &lt;br&gt;
+comparison of two reading situations. &lt;i&gt;International Journal of Man-Machine &lt;br&gt;Studies&lt;/i&gt;, &lt;b&gt;22&lt;/b&gt;, 425-439. &lt;br&gt;
+ &lt;br&gt;Booth, W. C., Colomb, G. G., and Williams, J. M., (1995). &lt;i&gt;The craft of research&lt;/i&gt;. &lt;br&gt;
+University of Chicago. &lt;br&gt;
+ &lt;br&gt;Broadbent, E. (1986). A study of humanities faculty library information seeking &lt;br&gt;
+behaviour. &lt;i&gt;Cataloging  &amp;amp; Classification Quarterly&lt;/i&gt;, &lt;b&gt;6&lt;/b&gt;, 23-37. &lt;br&gt;
+ &lt;br&gt;Bystrom, K., and Jarvelin, K. (1995). Task complexity affects information seeking &lt;br&gt;
+and use. &lt;i&gt;Information Processing &amp;amp; Management&lt;/i&gt;, &lt;b&gt;13&lt;/b&gt;, 191-213. &lt;br&gt;
+ &lt;br&gt;Chang, S. J., and Rice R. E. (1993). Browsing: a multi-dimensional framework. &lt;br&gt;
+&lt;i&gt;Annual Review of Information Science and Technology&lt;/i&gt;, &lt;b&gt;28&lt;/b&gt;, 231-276. &lt;br&gt;
+ &lt;br&gt;Cunningham, S. J., and Connaway, L. S. (). Information searching preferences and &lt;br&gt;
+practices of computer science researchers. Working paper. &lt;br&gt;
+ &lt;br&gt;De Bruijn, D., De Mul, S., and Van Oostendorp, H. (1992). The influence of screen &lt;br&gt;
+size and text layout on the study of text. &lt;i&gt;Behaviour &amp;amp; Information Technology&lt;/i&gt;, &lt;br&gt;&lt;b&gt;11&lt;/b&gt;, 71-78. &lt;br&gt;
+ &lt;br&gt;Duchastel, P. C. (1982). Textual display techniques. In &lt;i&gt;The technology of text&lt;/i&gt;, (ed. D. &lt;br&gt;
+H. Jonassen), pp. 167-192. Educational Technology Publications, New Jersey. &lt;br&gt;
+ &lt;br&gt;Ellis, D., Cox, D., and Hall, K. (1993). A comparison of the information seeking &lt;br&gt;
+patterns of researchers in the physical and social sciences. &lt;i&gt;Journal of &lt;br&gt;Documentation&lt;/i&gt;, &lt;b&gt;49&lt;/b&gt;, 356-369. &lt;br&gt;
+ &lt;br&gt;Fishman, D., and Walitt, R. (1972). Seating and area preferences in a college reserve &lt;br&gt;
+room. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt; 33&lt;/b&gt;, 284-297. &lt;br&gt;
+ &lt;br&gt;Folster, M. B. (1995). Information seeking patterns: social sciences. In &lt;i&gt;Library users &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;and reference services&lt;/i&gt;, (ed. J. B. Whitlatch), pp. 83-93. &lt;br&gt;
+ &lt;br&gt;Ford, G. (1973). Progress in documentation: research in user behaviour in university &lt;br&gt;
+libraries. &lt;i&gt;Journal of Documentation&lt;/i&gt;, &lt;b&gt;29&lt;/b&gt;, 85-106. &lt;br&gt;
+ &lt;br&gt;Gifford, R., and Sommer, R. (1968). The desk or the bed? &lt;i&gt;Personnel &amp;amp; Guidance &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Journal&lt;/i&gt;, &lt;b&gt;46&lt;/b&gt;, 876-878. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=18&gt;&lt;/a&gt;Gluck, M. (1996). Exploring the relationship between user satisfaction and relevance &lt;br&gt;
+in information systems. &lt;i&gt;Information Processing &amp;amp; Management&lt;/i&gt;, &lt;b&gt;32&lt;/b&gt;, 89-104. &lt;br&gt;
+ &lt;br&gt;Hallmark, J. (1994). Scientistsâ access and retrieval of references cited in their recent &lt;br&gt;
+journal articles. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt;55&lt;/b&gt;, 199-209. &lt;br&gt;
+ &lt;br&gt;Hardcastle, V. (1996). &lt;i&gt;Critical reading strategies&lt;/i&gt;. Found at &lt;br&gt;
+http://mind.phil.vt.edu/www/1204.html, on 6 December 1996. &lt;br&gt;
+ &lt;br&gt;Hartmann, J. (1995). Information needs of anthropologists. &lt;i&gt;Behavioural &amp;amp; Social &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Sciences Librarian&lt;/i&gt;, &lt;b&gt;13&lt;/b&gt;, 13-24. &lt;br&gt;
+ &lt;br&gt;Holland, M. P., and Powell, C. K. (1995). A longitudinal survey of the information &lt;br&gt;
+seeking and use habits of some engineers. &lt;i&gt;College and Research Libraries&lt;/i&gt;, &lt;b&gt;56&lt;/b&gt;, 7-&lt;br&gt;15. &lt;br&gt;
+ &lt;br&gt;Kuhlthau, C. C. (1993). A principle of uncertainty for information seeking. &lt;i&gt;Journal of &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Documentation&lt;/i&gt;, &lt;b&gt;49&lt;/b&gt;, 339-355. &lt;br&gt;
+ &lt;br&gt;LDC (Learning and Development Centre). (1996). &lt;i&gt;Reading and Notemaking&lt;/i&gt;. Found &lt;br&gt;
+at http://www.macarther.uws.edu.au/ssd/ldc/Readnote.html, on 21 January 1997. &lt;br&gt;
+ &lt;br&gt;Leckie, G. L., Pettigrew, K. E., and Sylvain, C. (1996). Modeling the information &lt;br&gt;
+seeking of professionals: a general model derived from research on engineers, &lt;br&gt;health professionals, and lawyers. &lt;i&gt;The Library Quarterly&lt;/i&gt;, &lt;b&gt;66&lt;/b&gt;, 161-193. &lt;br&gt;
+ &lt;br&gt;Marchionini, G. (1995). &lt;i&gt;Information seeking in electronic environments&lt;/i&gt;. Cambridge &lt;br&gt;
+University Press, New York. &lt;br&gt;
+ &lt;br&gt;Merrill, P. F. (1982). Displaying text on microcomputers. In &lt;i&gt;The technology of text&lt;/i&gt;, &lt;br&gt;
+(ed. D. H. Jonassen), pp. 401-414. Educational Technology Publications, New &lt;br&gt;Jersey. &lt;br&gt;
+ &lt;br&gt;Mills, C. B., and Weldon L. J. (1987). Reading text from computer screens. &lt;i&gt;ACM &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Computing Surveys&lt;/i&gt;, &lt;b&gt;19&lt;/b&gt;, 329-358. &lt;br&gt;
+ &lt;br&gt;Muter, P., and Maurutto, P. (1991). Reading and skimming from computer screens &lt;br&gt;
+and books: the paperless office revisited? &lt;i&gt;Behaviour &amp;amp; Information Technology&lt;/i&gt;, &lt;br&gt;&lt;b&gt;10&lt;/b&gt;, 257-266. &lt;br&gt;
+ &lt;br&gt;Norman, D. A. (1993). &lt;i&gt;Things that make us smart: defending human attributes in the &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;age of the machine&lt;/i&gt;. Addison-Wesley, Massachusetts. &lt;br&gt;
+ &lt;br&gt;Oborne, D. J., and Holton, D. (1988). Reading from screen versus paper: there is no &lt;br&gt;
+difference. &lt;i&gt;International Journal of Man-Machine Studies&lt;/i&gt;, &lt;b&gt;28&lt;/b&gt;, 1-9. &lt;br&gt;
+ &lt;br&gt;Pinelli, T. E. (1991). The information-seeking habits and practices of engineers. &lt;br&gt;
+&lt;i&gt;Science and Technology Libraries&lt;/i&gt;, &lt;b&gt;12&lt;/b&gt;, 5-16. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=19&gt;&lt;/a&gt;Schamber,  L. (1994). Relevance and information behavior. &lt;i&gt;Annual Review of &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Information Science and Technology&lt;/i&gt;, &lt;b&gt;29&lt;/b&gt;, 3-48. &lt;br&gt;
+ &lt;br&gt;Seggern, M. V. (1995). Scientists, information seeking and reference services. In &lt;br&gt;
+&lt;i&gt;Library users and reference services&lt;/i&gt;, (ed. J. B. Whitlatch), pp. 95-104. &lt;br&gt;
+ &lt;br&gt;Showstack, R. (1982). Printing: the next stage: discourse punctuation. In &lt;i&gt;The &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;technology of text&lt;/i&gt;, (ed. D. H. Jonassen), pp. 369-376. Educational Technology &lt;br&gt;Publications, New Jersey. &lt;br&gt;
+ &lt;br&gt;Sievert, D., and Sievert, M. E. (1989). Philosophical research: report from the field. &lt;br&gt;
+&lt;i&gt;Proceedings of the Humanists at Work symposium&lt;/i&gt; (April, Chicago), pp. 79-94. &lt;br&gt;University of Illinois at Chicago. &lt;br&gt;
+ &lt;br&gt;Sommer, R. (1966). The ecology of privacy. &lt;i&gt;Library Quarterly&lt;/i&gt;, &lt;b&gt;36&lt;/b&gt;, 234-248. &lt;br&gt; &lt;br&gt;Sommer, R. (1968). Reading ares in college libraries. &lt;i&gt;Library Quarterly&lt;/i&gt;, &lt;b&gt;38&lt;/b&gt;, 249-260. &lt;br&gt; &lt;br&gt;Sweet, A. P., Riley, R. W., Robinson, S. P., and Conaty, J. C. (1993). &lt;i&gt;State of the art: &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;transforming ideas for teaching and learning to read&lt;/i&gt;. Found at &lt;br&gt;http://www.ed.gov/pubs/StateArt/covpg.html, on 21 January 1997.&lt;i&gt; &lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;Tucker, P., and Jones, D. M. (1993). Document annotation: to write, type or speak? &lt;br&gt;
+&lt;i&gt;International Journal of Man-Machine Studies&lt;/i&gt;, &lt;b&gt;39&lt;/b&gt;, 885-900. &lt;br&gt;
+ &lt;br&gt;Wiberley, S., and Jones, W. G. (1989). Patterns of information seeking in the &lt;br&gt;
+humanities. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt;50&lt;/b&gt;, 638-645. &lt;br&gt;
+ &lt;br&gt;Witten, I. H., Cunningham, S. J., Vallabh, M., and Bell, T. C. (1995). A New Zealand &lt;br&gt;
+digital library for computer science research. &lt;i&gt;Proc Digital Libraries â95&lt;/i&gt; (April, &lt;br&gt;Texas), pp. 25-30. &lt;br&gt;
+ &lt;br&gt; &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=20&gt;&lt;/a&gt;&lt;b&gt;Bibliography &lt;br&gt;&lt;/b&gt; &lt;br&gt;Apted, E., and Choo, C. W. (1971). General purposive browsing. &lt;i&gt;Library Association &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Record&lt;/i&gt;, &lt;b&gt;73&lt;/b&gt;, 228-230.    &lt;br&gt;A good overall article on across-document browsing. It researches different types, &lt;br&gt;the meaning of, and evaluating browsing.  It also looks at general browsing in the &lt;br&gt;library environment.  Light and easy reading. &lt;br&gt;
+ &lt;br&gt;Arnold, K. (1994). &lt;i&gt;The electronic librarian is a verb / the electronic library is not a &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;sentence&lt;/i&gt;. Found at http://www.press.umich.edu/jep/works/arnold.eleclib.html, on &lt;br&gt;9 December 1996. &lt;br&gt;A presentation to a conference on the place of libraries and librarians in todayâs &lt;br&gt;information society.  The author also discusses the challenges of the library in an &lt;br&gt;electronic, user-pays system.  Light conversational reading. &lt;br&gt;
+ &lt;br&gt;Askwall, S. (1985). Computer supported reading vs reading text on paper: a &lt;br&gt;
+comparison of two reading situations. &lt;i&gt;International Journal of Man-Machine &lt;br&gt;Studies&lt;/i&gt;, &lt;b&gt;22&lt;/b&gt;, 425-439. &lt;br&gt;Compares the use of computers and paper for reading, skimming and &lt;br&gt;comprehension.  Contains a good set of references. &lt;br&gt;
+ &lt;br&gt;Booth, W. C., Colomb, G. G., and Williams, J. M., (1995). &lt;i&gt;The craft of research&lt;/i&gt;. &lt;br&gt;
+University of Chicago. &lt;br&gt;Contains strategies that can be used when reading for information.  The methods &lt;br&gt;of research discussed are practical and realistic.  A very good book to use for &lt;br&gt;researching and writing papers. &lt;br&gt;
+ &lt;br&gt;Broadbent, E. (1986). A study of humanities faculty library information seeking &lt;br&gt;
+behaviour. &lt;i&gt;Cataloging  &amp;amp; Classification Quarterly&lt;/i&gt;, &lt;b&gt;6&lt;/b&gt;, 23-37. &lt;br&gt;An insight into what library sources humanities faculty use.  It has views on the &lt;br&gt;kind of information catalogue facilities they would prefer.  It also looks at how &lt;br&gt;faculty prefer to search, indicating electronic services required to cater for this. &lt;br&gt;
+ &lt;br&gt;Bystrom, K., and Jarvelin, K. (1995). Task complexity affects information seeking &lt;br&gt;
+and use. &lt;i&gt;Information Processing &amp;amp; Management&lt;/i&gt;, &lt;b&gt;13&lt;/b&gt;, 191-213. &lt;br&gt;The article argues that task alone is not specific enough to analyse information &lt;br&gt;seeking and use behaviour.  It provides an information seeking model and a &lt;br&gt;method to look at how the level of task complexity affects the information needs, &lt;br&gt;seeking, channels, and sources. &lt;br&gt;
+ &lt;br&gt;Chang, S. J., and Rice R. E. (1993). Browsing: a multi-dimensional framework. &lt;br&gt;
+&lt;i&gt;Annual Review of Information Science and Technology&lt;/i&gt;, &lt;b&gt;28&lt;/b&gt;, 231-276. &lt;br&gt;A good review of the literature published on browsing.  This article has a specific &lt;br&gt;section on browsing in a library.  Easy to understand. &lt;br&gt;
+ &lt;br&gt;Cunningham, S. J., and Connaway, L. S. (). Information searching preferences and &lt;br&gt;
+practices of computer science researchers. Working paper. &lt;br&gt;Looks at how and where, under research situations, computer scientists locate &lt;br&gt;information.  It covers the information seeking process from seeking to the &lt;br&gt;storage of relevant documents. &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=21&gt;&lt;/a&gt; &lt;br&gt;De Bruijn, D., De Mul, S., and Van Oostendorp, H. (1992). The influence of screen &lt;br&gt;
+size and text layout on the study of text. &lt;i&gt;Behaviour &amp;amp; Information Technology&lt;/i&gt;, &lt;br&gt;&lt;b&gt;11&lt;/b&gt;, 71-78. &lt;br&gt;This article looks at how changes to the presentation of text on a screen can &lt;br&gt;influence the readability.  Two factors discussed is the screen size and text layout.  &lt;br&gt;It does not directly look at the reading behaviours of the computer users. &lt;br&gt;
+ &lt;br&gt;Duchastel, P. C. (1982). Textual display techniques. In &lt;i&gt;The technology of text&lt;/i&gt;, (ed. D. &lt;br&gt;
+H. Jonassen), pp. 167-192. Educational Technology Publications, New Jersey. &lt;br&gt;Looks at the display of text in books and how this affects or enhances readability.  &lt;br&gt;It offers techniques that can be used to create a more attractive product.  This &lt;br&gt;chapter of the book includes a section on how humans process text. &lt;br&gt;
+ &lt;br&gt;Ellis, D., Cox, D., and Hall, K. (1993). A comparison of the information seeking &lt;br&gt;
+patterns of researchers in the physical and social sciences. &lt;i&gt;Journal of &lt;br&gt;Documentation&lt;/i&gt;, &lt;b&gt;49&lt;/b&gt;, 356-369. &lt;br&gt;Presents a comparison between physical, chemical and social scientists in the way &lt;br&gt;they go about searching for information.  The article develops a very good &lt;br&gt;general model for the information seeking process (it does not specifically relate &lt;br&gt;the activities to the library environment).  Thorough and worth while reading. &lt;br&gt;
+ &lt;br&gt;England, M., Shaffer, M. (1995). &lt;i&gt;Librarians in the digital library&lt;/i&gt;. Found at &lt;br&gt;
+http://www.csdl.tamu.edu/DL94/poistion/england.html, on 9 December 1996. &lt;br&gt;This article discusses the roles that a librarian has an opportunity to fulfil in an &lt;br&gt;electronic library environment.  It discusses the librarians role as a researcher, &lt;br&gt;organiser and publisher, member of the digital library design team, and as a &lt;br&gt;teacher and consultant. &lt;br&gt;
+ &lt;br&gt;Fishman, D., and Walitt, R. (1972). Seating and area preferences in a college reserve &lt;br&gt;
+room. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt; 33&lt;/b&gt;, 284-297. &lt;br&gt;A study into a specific reading area of one library.  It discusses factors of seating &lt;br&gt;preferences (front versus back, the seating position, etc.) and their relevance to &lt;br&gt;users of a college reserve room.  The research does not extend to the reading &lt;br&gt;behaviours during the users stay. &lt;br&gt;
+ &lt;br&gt;Folster, M. B. (1995). Information seeking patterns: social sciences. In &lt;i&gt;Library users &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;and reference services&lt;/i&gt;, (ed. J. B. Whitlatch), pp. 83-93. &lt;br&gt;A look at the information seeking behaviour of social scientists over the last three &lt;br&gt;decades determining trends that library services can be based on.  Not very &lt;br&gt;thorough; it covered everything briefly and did not draw many conclusions from &lt;br&gt;the findings. &lt;br&gt;
+ &lt;br&gt;Ford, G. (1973). Progress in documentation: research in user behaviour in university &lt;br&gt;
+libraries. &lt;i&gt;Journal of Documentation&lt;/i&gt;, &lt;b&gt;29&lt;/b&gt;, 85-106. &lt;br&gt;A practical look into understanding the interaction between the library and its &lt;br&gt;users and how these findings can be applied to increase library usage.  Very &lt;br&gt;relevant and worth while reading. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=22&gt;&lt;/a&gt;Furuta, K. (1995). &lt;i&gt;Librarianship in the digital library&lt;/i&gt;. Found at &lt;br&gt;
+http://www.csdl.tamu.edu/DL94/position/kfuruta.html, on 9 December 1996. &lt;br&gt;Looks at the role of the librarian in the traditional library and what they can offer &lt;br&gt;a digital library.  Also what experience the librarian has that can be used in &lt;br&gt;designing digital libraries. &lt;br&gt;
+ &lt;br&gt;Gessesse, K. (1994). Science communication, electronic access and documentation &lt;br&gt;
+delivery: the new challenge to the science/engineering reference librarian. &lt;br&gt;&lt;i&gt;International Information &amp;amp;Library Review&lt;/i&gt;, &lt;b&gt;26&lt;/b&gt;, 341-349. &lt;br&gt;Describes the relevance of technology in the information seeking and retrieval &lt;br&gt;process and is a call to reference librarians to embrace it.  It looks briefly at the &lt;br&gt;information needs and seeking behaviour of scientists then describes how the &lt;br&gt;reference librarian can assist the scientist in obtaining the material. &lt;br&gt;
+ &lt;br&gt;Gifford, R., and Sommer, R. (1968). The desk or the bed? &lt;i&gt;Personnel &amp;amp; Guidance &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Journal&lt;/i&gt;, &lt;b&gt;46&lt;/b&gt;, 876-878. &lt;br&gt;Looks at the preferences of study environments for students and whether there is &lt;br&gt;any substantial evidence confirming students study better at a desk.  Does not &lt;br&gt;discuss reading behaviour, but does look at environment preferences. &lt;br&gt;
+ &lt;br&gt;Gluck, M. (1996). Exploring the relationship between user satisfaction and relevance &lt;br&gt;
+in information systems. &lt;i&gt;Information Processing &amp;amp; Management&lt;/i&gt;, &lt;b&gt;32&lt;/b&gt;, 89-104. &lt;br&gt;Discusses the relevance and user-satisfaction in regard to determining and &lt;br&gt;comparing qualities for information systems.  Good definitions and reference to &lt;br&gt;other material regarding relevance and information behaviour. &lt;br&gt;
+ &lt;br&gt;Grogan, D. (1992). &lt;i&gt;Practical reference work&lt;/i&gt;. Library Association Publishing, &lt;br&gt;
+London. &lt;br&gt;Looks at the role of reference librarians in answering library-user enquires &lt;br&gt;sufficiently and accurately.  It gives examples of the sort of queries that might be &lt;br&gt;asked by library users. &lt;br&gt;
+ &lt;br&gt;Hallmark, J. (1994). Scientistsâ access and retrieval of references cited in their recent &lt;br&gt;
+journal articles. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt;55&lt;/b&gt;, 199-209. &lt;br&gt;A good concise article which discusses how scientists from different fields of &lt;br&gt;interest become aware of relevant information and how they eventually retrieve &lt;br&gt;it.  It is opinionated as it draws on the views of the scientists studied indicating &lt;br&gt;their positive and negative perspectives on literature seeking and retrieval.  The &lt;br&gt;article discusses the pitfalls of library interaction. &lt;br&gt;
+ &lt;br&gt;Hardcastle, V. (1996). &lt;i&gt;Critical reading strategies&lt;/i&gt;. Found at &lt;br&gt;
+http://mind.phil.vt.edu/www/1204.html, on 6 December 1996. &lt;br&gt;Introduces reading strategies to better understand the material being read.  It is a &lt;br&gt;concoction of ideas âculled over the years from various and sundry sourcesâ.  &lt;br&gt;Worthwhile looking at when considering reading behaviours. &lt;br&gt;
+ &lt;br&gt;Hartmann, J. (1995). Information needs of anthropologists. &lt;i&gt;Behavioural &amp;amp; Social &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Sciences Librarian&lt;/i&gt;, &lt;b&gt;13&lt;/b&gt;, 13-24. &lt;br&gt;Covers the information sources and resources of anthropologists in comparison &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=23&gt;&lt;/a&gt;with other social scientists.  It looks at the library use and attitudes of &lt;br&gt;anthropologists. &lt;br&gt;
+ &lt;br&gt;Holland, M. P., and Powell, C. K. (1995). A longitudinal survey of the information &lt;br&gt;
+seeking and use habits of some engineers. &lt;i&gt;College and Research Libraries&lt;/i&gt;, &lt;b&gt;56&lt;/b&gt;, 7-&lt;br&gt;15. &lt;br&gt;A comparison of graduated engineers who had and had not taken a paper which &lt;br&gt;included formal training on conducting information research.  This study shows &lt;br&gt;that those who had done the paper were more aware of library resources. &lt;br&gt;
+ &lt;br&gt;Kuhlthau, C. C. (1991). Inside the search process: information seeking from the userâs &lt;br&gt;
+perspective. &lt;i&gt;Journal of the American Society for Information Science&lt;/i&gt;, &lt;b&gt;42&lt;/b&gt;, 361-&lt;br&gt;371. &lt;br&gt;A theoretical approach to information seeking practices.  It discusses the &lt;br&gt;behaviour involved in information seeking and builds a model based on past &lt;br&gt;research and a survey conducted. &lt;br&gt;
+ &lt;br&gt;Kuhlthau, C. C. (1993). A principle of uncertainty for information seeking. &lt;i&gt;Journal of &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Documentation&lt;/i&gt;, &lt;b&gt;49&lt;/b&gt;, 339-355. &lt;br&gt;Develops a high level model of feelings, thoughts, and actions associated with &lt;br&gt;information seeking.  Does not look at the physical activities involved or the &lt;br&gt;library. &lt;br&gt;
+ &lt;br&gt;LDC (Learning and Development Centre). (1996). &lt;i&gt;Reading and Notemaking&lt;/i&gt;. Found &lt;br&gt;
+at http://www.macarther.uws.edu.au/ssd/ldc/Readnote.html, on 21 January 1997. &lt;br&gt;Strategies on how to read to gain a better understanding of the material and how &lt;br&gt;making notes can assist this process.  A good practical article that is aimed at &lt;br&gt;students. &lt;br&gt;
+ &lt;br&gt;Leckie, G. L., Pettigrew, K. E., and Sylvain, C. (1996). Modeling the information &lt;br&gt;
+seeking of professionals: a general model derived from research on engineers, &lt;br&gt;health professionals, and lawyers. &lt;i&gt;The Library Quarterly&lt;/i&gt;, &lt;b&gt;66&lt;/b&gt;, 161-193. &lt;br&gt;A literature review of the needs, uses, location and relevance of information for &lt;br&gt;professions in the fields of engineering, health services and law.  An overall &lt;br&gt;model for all professionals, based on this review, is developed and justified.  Not &lt;br&gt;a lot of information on the actual search process undertaken by professionals is &lt;br&gt;conveyed.  Quite vague. &lt;br&gt;
+ &lt;br&gt;Marchionini, G. (1992). Interfaces for end-user information seeking. &lt;i&gt;Journal of the &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;American Society for Information Science&lt;/i&gt;, &lt;b&gt;43&lt;/b&gt;, 156-163. &lt;br&gt;The process for information seeking is explained and then the best way to solve it &lt;br&gt;via electronic medium is discussed.  It covers from defining a problem through to &lt;br&gt;the extraction of information. &lt;br&gt;
+ &lt;br&gt;Marchionini, G. (1995). &lt;i&gt;Information seeking in electronic environments&lt;/i&gt;. Cambridge &lt;br&gt;
+University Press, New York. &lt;br&gt;Looks at the information seeking process in conventional and electronic &lt;br&gt;environments.  It includes a very good section on browsing and has a complete &lt;br&gt;set of references. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=24&gt;&lt;/a&gt;Marchionini, G. (1996). &lt;i&gt;ASIS presentation on browsing&lt;/i&gt;. Found at &lt;br&gt;
+http://www.glue.umd.edu/~march/tea1.html, on 7 January 1996. &lt;br&gt;Slides used by the author to present information on browsing to a conference.  &lt;br&gt;The information presented is also found in Marchionini (1995).&lt;i&gt; &lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;Marchionini, G., Dwiggins, S. S., and Katz, A. (1993). Information seeking in full-&lt;br&gt;
+text end-user-oriented search systems: the roles of domain and search expertise. &lt;i&gt; &lt;br&gt;Library and Information Science Research&lt;/i&gt;, &lt;b&gt;15&lt;/b&gt;, 35-69. &lt;br&gt;A look at electronic settings for information searching and compares experts in &lt;br&gt;the domain (for example, scholars) and experts in searching (for example, &lt;br&gt;librarians).  Does not discuss the library interaction. &lt;br&gt;
+ &lt;br&gt;Merrill, P. F. (1982). Displaying text on microcomputers. In &lt;i&gt;The technology of text&lt;/i&gt;, &lt;br&gt;
+(ed. D. H. Jonassen), pp. 401-414. Educational Technology Publications, New &lt;br&gt;Jersey. &lt;br&gt;This chapter of the book looks at how text can be displayed on a computer screen &lt;br&gt;that will benefit the reader.  It includes a good summary section on the principle &lt;br&gt;of displaying text on a computer. &lt;br&gt;
+ &lt;br&gt;Mills, C. B., and Weldon L. J. (1987). Reading text from computer screens. &lt;i&gt;ACM &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Computing Surveys&lt;/i&gt;, &lt;b&gt;19&lt;/b&gt;, 329-358. &lt;br&gt;Looks at the characteristics of reading from a screen and how, by altering them, &lt;br&gt;readability can increase or decrease.  It has a good section that compares reading &lt;br&gt;from a paper copy versus reading from a screen. &lt;br&gt;
+ &lt;br&gt;Morse, P. M. (1970). Search theory and browsing. &lt;i&gt;The Library Quarterly&lt;/i&gt;, &lt;b&gt;40&lt;/b&gt;, 391-&lt;br&gt;
+408. &lt;br&gt;Discusses and evaluates an optimal procedure for browsing using previously &lt;br&gt;developed search theories.  It then looks at how this can be implemented in a &lt;br&gt;library situation so as to produce high interest browsing.  The article includes a &lt;br&gt;lot of numerical analysis and use of theoretical equations to evaluate browsing. &lt;br&gt;
+ &lt;br&gt;Muter, P., and Maurutto, P. (1991). Reading and skimming from computer screens &lt;br&gt;
+and books: the paperless office revisited? &lt;i&gt;Behaviour &amp;amp; Information Technology&lt;/i&gt;, &lt;br&gt;&lt;b&gt;10&lt;/b&gt;, 257-266. &lt;br&gt;An article that is not directly related to reading behaviour although it does give an &lt;br&gt;insight into the implications on online reading and skimming of documents. &lt;br&gt;
+ &lt;br&gt;Norman, D. A. (1993). &lt;i&gt;Things that make us smart: defending human attributes in the &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;age of the machine&lt;/i&gt;. Addison-Wesley, Massachusetts. &lt;br&gt;This book reassures readers that the computer is not as intelligent as them.  A fun &lt;br&gt;and easy book to read but only mildly relevant to the topic.  It does include a &lt;br&gt;small bit on the positives and negatives of reading medium. &lt;br&gt;
+ &lt;br&gt;Oborne, D. J., and Holton, D. (1988). Reading from screen versus paper: there is no &lt;br&gt;
+difference. &lt;i&gt;International Journal of Man-Machine Studies&lt;/i&gt;, &lt;b&gt;28&lt;/b&gt;, 1-9. &lt;br&gt;Uses reading and comprehension to compare reading from a computer screen to &lt;br&gt;reading off a paper copy.  It indicates that these two factors are not the only &lt;br&gt;factors that need to be considered.  Includes a good set of references on this topic. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=25&gt;&lt;/a&gt;PITCR (Panel on Information Technology and the Conduct of Research). (1989). &lt;br&gt;
+&lt;i&gt;Information technology and the conduct of research: the users view&lt;/i&gt;. National &lt;br&gt;Academy Press, Washington D.C. &lt;br&gt;Discusses the conduct of research under electronic media.  It gives an insight into &lt;br&gt;the opportunities and problems that are associated with each area of research &lt;br&gt;when it is conducted electronically.  An enlightening book which includes small &lt;br&gt;anecdotes throughout.&lt;i&gt; &lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;Pinelli, T. E. (1991). The information-seeking habits and practices of engineers. &lt;br&gt;
+&lt;i&gt;Science and Technology Libraries&lt;/i&gt;, &lt;b&gt;12&lt;/b&gt;, 5-16. &lt;br&gt;Distinguishes scientists and engineers by their information needs and then &lt;br&gt;proceeds to describe the information needs of engineers in more depth.  It is a &lt;br&gt;concise literature review that includes more information about the practices of &lt;br&gt;engineers than their behaviour. &lt;br&gt;
+ &lt;br&gt;Reneker, M. H. (1993). A qualitative study of information seeking among members of &lt;br&gt;
+an academic community: methodology issues and problems. &lt;i&gt;The Library &lt;br&gt;Quarterly&lt;/i&gt;, &lt;b&gt;63&lt;/b&gt;, 487-507. &lt;br&gt;Outlines the advantages of doing a qualitative study into information seeking &lt;br&gt;behaviours.  It compares the benefits of qualitative and quantitative studies.  &lt;br&gt;Unfortunately, no results were concluded that relate to the topic under &lt;br&gt;consideration. &lt;br&gt;
+ &lt;br&gt;Sandstrom, P. E. (1994). An optimal foraging approach to information seeking and &lt;br&gt;
+use. &lt;i&gt;The Library Quarterly&lt;/i&gt;, &lt;b&gt;64&lt;/b&gt;, 414-449. &lt;br&gt;An argument putting forward the theory of the optimal forging approach to model &lt;br&gt;information seeking behaviour.  Difficult reading with a lot of deductions. &lt;br&gt;
+ &lt;br&gt;Savolainen, R. (1995). Everyday life information seeking: approaching information &lt;br&gt;
+seeking in the context of âway of lifeâ. &lt;i&gt;Library &amp;amp; Information Science Research&lt;/i&gt;, &lt;br&gt;&lt;b&gt;17&lt;/b&gt;, 259-294. &lt;br&gt;Indicates that it discusses the information seeking practices of individuals, &lt;br&gt;however, it includes a lot of definitions and theories that needs to be waded &lt;br&gt;through.  It delves into a whole lot of theory on âthe way of lifeâ (order of things) &lt;br&gt;and âmastery of lifeâ (keeping things in order). &lt;br&gt;
+ &lt;br&gt;Schamber,  L. (1994). Relevance and information behaviour. &lt;i&gt;Annual Review of &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;Information Science and Technology&lt;/i&gt;, &lt;b&gt;29&lt;/b&gt;, 3-48. &lt;br&gt;A long article on how individuals determine relevance of retrieved material.  It &lt;br&gt;defines relevance and the problems with its use in research.  Has a good &lt;br&gt;background section on past research into human information behaviour.   &lt;br&gt;
+ &lt;br&gt;Seggern, M. V. (1995). Scientists, information seeking and reference services. In &lt;br&gt;
+&lt;i&gt;Library users and reference services&lt;/i&gt;, (ed. J. B. Whitlatch), pp. 95-104. &lt;br&gt;Discusses the information needs and sources for scientists and the implications it &lt;br&gt;has towards library reference services.  It includes a summary of works on &lt;br&gt;scientistsâ information seeking habits and conclusions and recommendations &lt;br&gt;drawn from them in relation to the library. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=26&gt;&lt;/a&gt;Showstack, R. (1982). Printing: the next stage: discourse punctuation. In &lt;i&gt;The &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;technology of text&lt;/i&gt;, (ed. D. H. Jonassen), pp. 369-376. Educational Technology &lt;br&gt;Publications, New Jersey. &lt;br&gt;It compares the two-dimensional structure of text compared to ideas which are &lt;br&gt;multi-dimensional.  The article calls to publishers to use discourse punctuation to &lt;br&gt;improve reader understandability, speed, and efficiency.  Also it can be used to &lt;br&gt;convey the authorâs message more clearly. &lt;br&gt;
+ &lt;br&gt;Sievert, D., and Sievert, M. E. (1989). Philosophical research: report from the field. &lt;br&gt;
+&lt;i&gt;Proceedings of the Humanists at Work symposium&lt;/i&gt; (April, Chicago), pp. 79-94. &lt;br&gt;University of Illinois at Chicago. &lt;br&gt;A commentary about the work âcurrentlyâ undertaken to determine now &lt;br&gt;philosophers go about researching - the seeking, retrieval and use of relevant &lt;br&gt;information.  Easy, light reading, filled with small anecdotes. &lt;br&gt;
+ &lt;br&gt;Snavley, L, and Clark, K. (1996). What users really think: how they see and find &lt;br&gt;
+serials in the arts and sciences. &lt;i&gt;Library Resources &amp;amp; Technical Services&lt;/i&gt;, &lt;b&gt;40&lt;/b&gt;, 49-&lt;br&gt;58. &lt;br&gt;The experience of the two authors is presented on how people find and locate &lt;br&gt;serials.  It discusses some solutions to problems identified through working as &lt;br&gt;reference librarians.  The article calls to librarians to be aware of these problems. &lt;br&gt;
+ &lt;br&gt;Sommer, R. (1966). The ecology of privacy. &lt;i&gt;Library Quarterly&lt;/i&gt;, &lt;b&gt;36&lt;/b&gt;, 234-248. &lt;br&gt;
+Discusses the connection between privacy of readers in the library and the &lt;br&gt;physical environment.  It covers now people choose their seating position in a &lt;br&gt;library with regard to the current seating arrangement.  Interesting reading about &lt;br&gt;reader behaviour in the library, not the behaviour when reading. &lt;br&gt;
+ &lt;br&gt;Sommer, R. (1968). Reading ares in college libraries. &lt;i&gt;Library Quarterly&lt;/i&gt;, &lt;b&gt;38&lt;/b&gt;, 249-260. &lt;br&gt;
+Examines the adequacy of reading areas in college libraries as study places.  The &lt;br&gt;article looks at the environmental needs and preferences of studiers in libraries &lt;br&gt;and the implications. &lt;br&gt;
+ &lt;br&gt;Sweet, A. P., Riley, R. W., Robinson, S. P., and Conaty, J. C. (1993). &lt;i&gt;State of the art: &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;transforming ideas for teaching and learning to read&lt;/i&gt;. Found at &lt;br&gt;http://www.ed.gov/pubs/StateArt/covpg.html, on 21 January 1997. &lt;br&gt;A series of ten ideas on how to teach and learn to read.  Based in an educational &lt;br&gt;environment, this article offers strategies for reading.  Idea eight looks at how &lt;br&gt;expert readers have strategies that they use to construct meaning and is helpful &lt;br&gt;when looking at reading behaviour.&lt;i&gt; &lt;/i&gt;&lt;br&gt;
+ &lt;br&gt;Tucker, P., and Jones, D. M. (1993). Document annotation: to write, type or speak? &lt;br&gt;
+&lt;i&gt;International Journal of Man-Machine Studies&lt;/i&gt;, &lt;b&gt;39&lt;/b&gt;, 885-900. &lt;br&gt;It tries to decide on an acceptable medium for annotating documents online.  The &lt;br&gt;article compares written, typed and spoken annotations when proof-reading and &lt;br&gt;refereeing. &lt;br&gt;
+ &lt;br&gt;Wiberley, S., and Jones, W. G. (1989). Patterns of information seeking in the &lt;br&gt;
+humanities. &lt;i&gt;College &amp;amp; Research Libraries&lt;/i&gt;, &lt;b&gt;50&lt;/b&gt;, 638-645. &lt;br&gt;An in depth discussion into how humanities scholars go about locating &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=27&gt;&lt;/a&gt;information.  It mainly looks at the resources that the scholars use and the &lt;br&gt;implications it has for librarians and libraries.  The article does not discuss library &lt;br&gt;behaviour but does have how humanities see libraries. &lt;br&gt;
+ &lt;br&gt;Wilson, T. (1995). &lt;i&gt;Information-seeking behaviour: designing information systems to &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;meet out clientsâ needs&lt;/i&gt;. Found at &lt;br&gt;http://www2.shef.ac.uk/info_studies/public_html/public_html/lecturer/acuril.html&lt;br&gt;, on 6 December 1996. &lt;br&gt;Defines information needs with respect to information seeking behaviour and &lt;br&gt;how this can be implemented in services.  A good article that is easy to read. &lt;br&gt;
+ &lt;br&gt;Witten, I. H., Cunningham, S. J., Vallabh, M., and Bell, T. C. (1995). A New Zealand &lt;br&gt;
+digital library for computer science research. &lt;i&gt;Proc Digital Libraries â95&lt;/i&gt; (April, &lt;br&gt;Texas), pp. 25-30. &lt;br&gt;Gives an overview to the New Zealand Digital Library.  Relevant to look at when &lt;br&gt;discussing research behaviour with respect to implications for digital libraries. &lt;br&gt;
+ &lt;br&gt;&lt;b&gt;References to material not sighted&lt;/b&gt; &lt;br&gt; &lt;br&gt;Barzun, J., and Graff, H. F. (1977). &lt;i&gt;The modern researcher&lt;/i&gt;, (3rd edn). Harcourt Brace &lt;br&gt;
+Jovanocich, New York. &lt;br&gt;
+ &lt;br&gt;Bates, M. (1989). The design of browsing and berrypicking techniques for the online &lt;br&gt;
+search interface. &lt;i&gt;Online Review&lt;/i&gt;, &lt;b&gt;13&lt;/b&gt;, 220-228. &lt;br&gt;
+ &lt;br&gt;Bell, W. J. (1991). &lt;i&gt;Searching behaviour: the behavioural ecology of finding &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;resources&lt;/i&gt;. Chapman and Hall, London. &lt;br&gt;
+ &lt;br&gt;Cooper, W. (1971). A definition of relevance for information retrieval. &lt;i&gt;Information &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;storage and retrieval&lt;/i&gt;, &lt;b&gt;7&lt;/b&gt;, 19-37. &lt;br&gt;
+ &lt;br&gt;De Mul, S., and Oostendorp, H. (1990). Het bestuderen van teksten en het maken van &lt;br&gt;
+aantekeningen op do computer (studying texts and making notes on the &lt;br&gt;computer). &lt;i&gt;Onderwijsresearchaagen&lt;/i&gt;. Technologie en Methodologie, ITS, &lt;br&gt;Nijmegen. &lt;br&gt;
+ &lt;br&gt;Dillon, A. (1994). &lt;i&gt;Designing usable electronic text; ergonomic aspects of human &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;information usage&lt;/i&gt;. Taylor and Francis, Bristol, PA. &lt;br&gt;
+ &lt;br&gt;Gorman, G. E. (1989). Patterns of information seeking and library use by theologians &lt;br&gt;
+in seven Adelaide theological colleges. &lt;i&gt;Australian Academic &amp;amp; Research &lt;br&gt;Libraries&lt;/i&gt;, &lt;b&gt;50&lt;/b&gt;, 638-645. &lt;br&gt;
+ &lt;br&gt;Gould, C. C., Pearce, K. (1991). &lt;i&gt;Information needs in the sciences: an assessment&lt;/i&gt;. &lt;br&gt;
+Research Libraries Group, Mountain View California. &lt;br&gt;
+ &lt;br&gt;Hurd, J. M., Weller A. C., and Karen, L. (1992). Information seeking behaviour of &lt;br&gt;
+faculty: use of indexes and abstracts by scientists and engineers. &lt;i&gt;American &lt;br&gt;Society of Information Science 55th Annual Meeting&lt;/i&gt;, (Pittsburgh). &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+&lt;A name=28&gt;&lt;/a&gt;Hyman, R. J. (1972). &lt;i&gt;Access to library collections: an inquiry into the validity of the &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;direct shelf approach, with special reference to browsing&lt;/i&gt;. Scarecrow Press, New &lt;br&gt;Jersey. &lt;br&gt;
+ &lt;br&gt;Lancester, F. W., and Warner, A. (1985). Electronic publication and its impact on the &lt;br&gt;
+presentation of information. In &lt;i&gt;The technology of text: principles for structuring, &lt;br&gt;designing, and displaying text&lt;/i&gt;, Vol. 2, (ed. D. H. Jonasssen), pp. 292-309. &lt;br&gt;Educational Technology Publications, Englewood Cliffs, New Jersey. &lt;br&gt;
+ &lt;br&gt;Markey, K. (1984). &lt;i&gt;Subject searching in library catalogues before and after the &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;introduction of online catalogues&lt;/i&gt;. OCLC, Online Computer Library Centre, &lt;br&gt;Dublin, Ohio. &lt;br&gt;
+ &lt;br&gt;McGregor, J. H. (1994). Information seeking and use: studentsâ thinking and their &lt;br&gt;
+mental models. &lt;i&gt;Journal of Youth Services in Libraries&lt;/i&gt;, &lt;b&gt;8&lt;/b&gt;, 69-76. &lt;br&gt;
+ &lt;br&gt;Mosenthal, P. B. (1996). Understanding the strategies of document literacy and their &lt;br&gt;
+conditions of use. &lt;i&gt;Journal of Educational psychology&lt;/i&gt;, &lt;b&gt;88&lt;/b&gt;, 314-332. &lt;br&gt;
+ &lt;br&gt;Paris, S. G., Wasik, B. A., and Turner, J. C. (1991). The development of reading &lt;br&gt;
+strategies. In &lt;i&gt;Handbook of research in the english language arts&lt;/i&gt;, (ed. J. Flood, J. &lt;br&gt;M. Jensen, D. Lapp, and J Squire), pp. 609-635, Macmillan, New York. &lt;br&gt;
+ &lt;br&gt;Odini, C. (1993). Trends in information needs and use research. &lt;i&gt;Library Review&lt;/i&gt;, &lt;b&gt;42&lt;/b&gt;, &lt;br&gt;
+29-37. &lt;br&gt;
+ &lt;br&gt;Radecki, T. (1988). Trends in research on information retrieval - the potential for &lt;br&gt;
+improvements in conventional boolean retrieval systems. &lt;i&gt;Information Processing &lt;br&gt;&amp;amp; Management&lt;/i&gt;, &lt;b&gt;24&lt;/b&gt;, 219-227. &lt;br&gt;
+ &lt;br&gt;Saracevic, T. (1975). Relevance: a review of a framework for thinking on the notion &lt;br&gt;
+of information science. &lt;i&gt;Journal of the American Society for Information Science&lt;/i&gt;, &lt;br&gt;&lt;b&gt;26&lt;/b&gt;, 178-194. &lt;br&gt;
+ &lt;br&gt;Saracevic, T., Kantor, P., Chamis, A. Y., and Trivison, D. (1988). A study of &lt;br&gt;
+information seeking and retrieving. &lt;i&gt;Journal of the American Society for &lt;br&gt;Information Science&lt;/i&gt;, &lt;b&gt;39&lt;/b&gt;, 161-216. &lt;br&gt;
+ &lt;br&gt;Steinke, C. A. (ed.) (1991). &lt;i&gt;Information seeking and communicating behaviour of &lt;/i&gt;&lt;br&gt;
+&lt;i&gt;scientists and engineers&lt;/i&gt;. Haworth Press, United States. &lt;br&gt;
+ &lt;br&gt;Van Leunen, M. (1986). &lt;i&gt;A Handbook for scholars&lt;/i&gt;. Alfred A Knopf, New York. &lt;br&gt; &lt;br&gt;Wettler, M. (1996). Information processing in information retrieval from the &lt;br&gt;
+viewpoint of associanist and cognitive psychology. &lt;i&gt;Review of Information &lt;br&gt;Science&lt;/i&gt;, &lt;b&gt;1&lt;/b&gt;. &lt;br&gt;
+ &lt;br&gt;
+&lt;hr&gt;
+
+
+</Content>
+</Section>
+</Archive>
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/rss-items.rdf
===================================================================
--- other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/rss-items.rdf	(revision 28933)
+++ other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/archives/rss-items.rdf	(revision 28933)
@@ -0,0 +1,20 @@
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH01f1dbbbc7c0ac846ff1dbbb</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASHd1f77e36ce8cbbf4d1f77e</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH016449897ef791600b644989</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH01dedba1bb409c7e3bdedba1</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASHd6b757362e763ba6d6b757</link>
+</item>
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/build.cfg
===================================================================
--- other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/build.cfg	(revision 28933)
+++ other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/build.cfg	(revision 28933)
@@ -0,0 +1,16 @@
+builddate	1395215058
+buildtype	mgpp
+earliestdatestamp	1395215054
+indexfieldmap	text->TX	dc.Title,ex.dc.Title,Title->TI	ex.dc.Contributor->DC
+indexfields	text	dc.Title,ex.dc.Title,Title	ex.dc.Contributor
+indexlevels	Doc
+indexmap	text;dc.Title,ex.dc.Title,Title;ex.dc.Contributor;->idx
+indexstem	DSpace-To-GS
+infodbtype	gdbm
+levelmap	document->Doc
+maxnumeric	4
+numbytes	396671
+numdocs	5
+numsections	5
+stemindexes	7
+textlevel	Sec
Index: other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/rss-items.rdf
===================================================================
--- other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/rss-items.rdf	(revision 28933)
+++ other-projects/nightly-tasks/diffcol/trunk/model-collect/DSpace-To-GS/index/rss-items.rdf	(revision 28933)
@@ -0,0 +1,20 @@
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH01f1dbbbc7c0ac846ff1dbbb</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASHd1f77e36ce8cbbf4d1f77e</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH016449897ef791600b644989</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASH01dedba1bb409c7e3bdedba1</link>
+</item>
+<item>
+   <title></title>
+   <link>_httpdomainHtmlsafe__httpcollection_/document/HASHd6b757362e763ba6d6b757</link>
+</item>
